Changing Patterns of Growth in Oral Reading Fluency during the COVID-19 Pandemic. EdWorkingPaper No. 21-391

Autor/inn/en	Domingue, Benjamin W.; Hough, Heather J.; Lang, David; Yeatman, Jason
Institution	Annenberg Institute for School Reform at Brown University
Titel	Changing Patterns of Growth in Oral Reading Fluency during the COVID-19 Pandemic. EdWorkingPaper No. 21-391
Quelle	(2021), (33 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	COVID-19; Pandemics; Oral Reading; Reading Fluency; Reading Skills; Age Differences; School Closing; Distance Education; Online Courses; Educational Technology; Technology Uses in Education; Achievement Tests; Reading Tests; Elementary School Students; Grade 1; Kindergarten; Grade 2; Grade 3; Grade 4; Grade 5; Achievement Gains; School Schedules; School Districts; Attendance; Grade 6; Grade 7 + Suchen Sie Ihr Suchwort? Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Reading skill; Lesefertigkeit; Age; Difference; Age difference; Altersunterschied; School closings; Schule; Schließung; Schließung (von Schulen); Distance study; Distance learning; Fernunterricht; Online course; Online-Kurs; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Lesetest; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Achievement gain; Leistungssteigerung; Schulzeiteinteilung; School district; Schulbezirk; Anwesenheit; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07
Abstract	Education has faced unprecedented disruption during the COVID-19 pandemic; evidence about the subsequent effect on children is of crucial importance. We use data from an oral reading fluency (ORF) assessment--a rapid assessment taking only a few minutes that measures a fundamental reading skill--to examine COVID's effects on children's reading ability during the pandemic in more than 100 U.S. school districts. Effects were pronounced, especially for Grades 2-3, but distinct across spring and fall 2020. While many students were not assessed in spring 2020, those who were seemed to have experienced relatively limited or no growth in ORF relative to gains observed in other years. In fall 2020, a far more representative set of students was observed. For those students, growth was more pronounced and seemed to approach levels observed in previous years. Worryingly, there were also signs of stratification such that students in lower-achieving districts may be falling further behind. However, at the level of individual students, those who were struggling with reading prior to the pandemic were not disproportionately impacted in terms of ORF growth. This data offers an important window onto how a foundational skill is being affected by COVID-19 and this approach can be used in the future to examine how student abilities recover as education enters a post-COVID paradigm. (As Provided).
Anmerkungen	Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: AISR_Info@brown.edu; Web site: http://www.annenberginstitute.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01