Differential Effects and Success Stories of Distance Education in COVID-19 Lockdowns on the Development of Reading Comprehension in Primary Schools

Autor/inn/en	Segers, Eliane; In 't Zandt, M.; Stoep, J.; Daniels, L.; Roelofs, J.; Gubbels, J.
Titel	Differential Effects and Success Stories of Distance Education in COVID-19 Lockdowns on the Development of Reading Comprehension in Primary Schools
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 36 (2023) 2, S.377-400 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Segers, Eliane)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-022-10369-0
Schlagwörter	Outcomes of Education; Distance Education; COVID-19; Pandemics; School Closing; Reading Comprehension; Elementary School Students; Socioeconomic Status; Parent Participation; Reading Achievement; Reading Instruction; Technology Uses in Education; Partnerships in Education; Resilience (Psychology); Educational Practices + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; Distance study; Distance learning; Fernunterricht; School closings; Schule; Schließung; Schließung (von Schulen); Leseverstehen; Socio-economic status; Sozioökonomischer Status; Elternmitwirkung; Leseleistung; Leseunterricht; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Hochschulpartnerschaft; Bildungspraxis
Abstract	In the current study, the development in reading comprehension performance of students in lower-SES versus higher-SES schools during and after school closures due to COVID-19 lockdowns was examined, and compared to a normed reference group. Furthermore, we explored protective factors against negative effects at the time of school closures, by pinpointing successful practices in a sub sample of resilient lower-SES schools. The total sample consisted of 2202 students followed from grade 2-4. Overall, we found that students in lower-SES schools made less progress over time than students in higher-SES schools. On average, students made less progress during the lockdowns, but here, the interaction with SES was not significant. Students' reading comprehension levels partially recovered after the lockdowns. Questionnaire-data revealed that schools were better prepared during the second lockdown, with teachers making more use of digital means, and providing more online reading instruction. In addition, collaboration with the parents seemed to have improved. The in depth interviews with resilient lower-SES schools revealed that the introduction of online education and investing in educational partnerships with parents may have helped to minimize the negative impact of lockdowns. We conclude that lockdowns have a negative effect on the development of reading education, but that students are resilient. Digital means and partnership with parents may be seen as protective factors to attenuate the negative effects of emergency remote teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01