Reading Achievement Declines during the COVID-19 Pandemic: Evidence from 5 Million U.S. Students in Grades 3-8

Autor/inn/en	Kuhfeld, Megan; Lewis, Karyn; Peltier, Tiffany
Titel	Reading Achievement Declines during the COVID-19 Pandemic: Evidence from 5 Million U.S. Students in Grades 3-8
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 36 (2023) 2, S.245-261 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kuhfeld, Megan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-022-10345-8
Schlagwörter	Reading Achievement; COVID-19; Pandemics; Elementary School Students; Middle School Students; Student Development; Reading Tests; Minority Group Students; Low Income Students; Reading Difficulties + Suchen Sie Ihr Suchwort? Leseleistung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Lesetest; Reading difficulty; Leseschwierigkeit
Abstract	The COVID-19 pandemic has been an unprecedented disruption in students' academic development. Using reading test scores from 5 million U.S. students in grades 3-8, we tracked changes in achievement across the first two years of the pandemic. Average fall 2021 reading test scores in grades 3-8 were 0.09 to 0.17 standard deviations lower relative to same-grade peers in fall 2019, with the largest impacts in grades 3-5. Students of color attending high-poverty elementary schools saw the largest test score declines in reading. Our results suggest that many upper elementary students are at-risk for reading difficulties and will need targeted supports to build and strengthen foundational reading skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01