The Long-Term Effects of the COVID-19 Pandemic on Children's Writing: A Follow-Up Replication Study

Autor/inn/en	Skar, Gustaf B.; Graham, Steve; Huebner, Alan
Titel	The Long-Term Effects of the COVID-19 Pandemic on Children's Writing: A Follow-Up Replication Study
Quelle	In: Educational Psychology Review, 35 (2023) 1, Artikel 15 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-726X
DOI	10.1007/s10648-023-09729-1
Schlagwörter	COVID-19; Pandemics; Writing Achievement; Replication (Evaluation); Grade 2; Elementary School Students; Foreign Countries; Writing Skills; Handwriting; Writing Attitudes; Distance Education; Norway + Suchen Sie Ihr Suchwort? School year 02; 2. Schuljahr; Schuljahr 02; Ausland; Writing skill; Schreibfertigkeit; Handschrift; Distance study; Distance learning; Fernunterricht; Norwegen
Abstract	The COVID-19 pandemic and the move by governments worldwide to cancel in-class instruction and move to emergency remote instruction in March and April of 2020 created an unprecedented disruption in children's education. As the COVID-19 pandemic took form and continued to impact education in the following 2020/2021 academic year, multiple concerns were raised about possible negative effects on students' learning. The current longitudinal replication study examined this proposition for second-grade students in Norway. In a previous investigation (Skar et al. Journal of Educational Psychology 114:1553-1566, 2022), we found that scores for quality of writing, handwriting fluency, and attitude toward writing of first-grade children tested immediately after emergency remote instruction ended in the Spring of 2020 (During COVID-19 cohort) were lower than the scores of first-grade students from the same schools tested a year earlier before the start of the pandemic (Before COVID-19 cohort). In the present study, we compared the scores for the During COVID-19 cohort (333 girls, 308 boys) on these same writing measures 1 year later at the end of second grade to a During COVID-19 cohort of second-graders (888 girls, 780 boys) from the same schools tested 2 years earlier before the start of the pandemic. The initial negative impact of the COVID-19 pandemic on first-grade students' writing observed by Skar et al. (Journal of Educational Psychology 114:1553-1566, 2022) was no longer evident 1 year later at the end of second grade in the current study. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01