Learning Loss during the COVID-19 Pandemic and the Impact of Emergency Remote Instruction on First Grade Students' Writing: A Natural Experiment

Autor/inn/en	Skar, Gustaf Bernhard Uno; Graham, Steve; Huebner, Alan
Titel	Learning Loss during the COVID-19 Pandemic and the Impact of Emergency Remote Instruction on First Grade Students' Writing: A Natural Experiment
Quelle	In: Journal of Educational Psychology, 114 (2022) 7, S.1553-1566 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Skar, Gustaf Bernhard Uno) ORCID (Graham, Steve) ORCID (Huebner, Alan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000701
Schlagwörter	Achievement Gains; COVID-19; Pandemics; Distance Education; Grade 1; Writing Achievement; Electronic Learning; Foreign Countries; Handwriting; Writing Attitudes; Norway + Suchen Sie Ihr Suchwort? Achievement gain; Leistungssteigerung; Distance study; Distance learning; Fernunterricht; School year 01; 1. Schuljahr; Schuljahr 01; Ausland; Handschrift; Norwegen
Abstract	The coronavirus disease 2019 (COVID-19) pandemic and the sudden cancellation of in-class instruction for many students around the world presented an unprecedented disruption in children's education. As the COVID-19 pandemic took form, multiple concerns were raised about the potential negative impact on students' learning. The current study examined this proposition for children's writing. We compared the quality of writing, handwriting fluency, and attitude toward writing of first grade Norwegian students during the COVID-19 pandemic (421 girls, 396 boys), which included emergency remote instruction for almost 7 weeks, with first grade students in the same schools a year before the pandemic began (835 girls, 801 boys). After controlling for variance due to national test scores, school size, proportion of certified teachers, students per special education teacher, school hours per student, student gender, and native language, we found that students attending first grade during the pandemic had lower scores for writing quality, handwriting fluency, and attitude toward writing than their first grade peers tested a year earlier before the COVID-19 pandemic emerged. Implications for policy and instruction as well as future research are presented. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01