Severe Pandemic Learning Loss and the Promise of Remotely Delivered Intervention in Students with Comorbid Reading and Mathematics Learning Difficulty

Autor/inn/en	Fuchs, Lynn S.; Seethaler, Pamela M.; Fuchs, Douglas; Espinas, Daniel
Titel	Severe Pandemic Learning Loss and the Promise of Remotely Delivered Intervention in Students with Comorbid Reading and Mathematics Learning Difficulty
Quelle	In: Journal of Learning Disabilities, 56 (2023) 4, S.278-294 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/00222194231170313
Schlagwörter	Grade 2; COVID-19; Pandemics; Achievement Gains; Reading Comprehension; Reading Achievement; Mathematics Achievement; Elementary School Students; Poverty; Socioeconomic Status; Intervention; Distance Education; School Closing; Program Effectiveness; Mathematics Skills; Reading Skills; Word Problems (Mathematics); Randomized Controlled Trials; Gates MacGinitie Reading Tests; Wechsler Abbreviated Scale of Intelligence + Suchen Sie Ihr Suchwort? School year 02; 2. Schuljahr; Schuljahr 02; Achievement gain; Leistungssteigerung; Leseverstehen; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Armut; Socio-economic status; Sozioökonomischer Status; Distance study; Distance learning; Fernunterricht; School closings; Schule; Schließung; Schließung (von Schulen); Mathematics ability; Reading skill; Lesefertigkeit; Textaufgabe
Abstract	Analyses were conducted with second graders, drawn from an ongoing multi-cohort randomized controlled trial (RCT), who had been identified for RCT entry based on comorbid reading comprehension and word-problem solving difficulty. To estimate pandemic learning loss, we contrasted fall performance for 3 cohorts: fall of 2019 (pre-pandemic; n = 47), 2020 (early pandemic, when performance was affected by the truncated preceding school year; n = 35), and 2021 (later pandemic, when performance was affected by the truncated 2019 to 2020 school year plus the subsequent year's ongoing interruptions; n = 75). Across the 2 years, declines (standard deviations below expected growth) were approximately 3 times larger than those reported for the general population and for students in high-poverty schools. To estimate the promise of structured remote intervention for addressing such learning loss during extended school closures, we contrasted effects in the RCT's 2018 to 2019 cohort (entirely in-person intervention delivery; n = 66) against the same intervention's effects in the 2020 to 2021 cohort (alternating periods of remote and in-person delivery; n = 29). Large intervention effects were not moderated by pandemic status, suggesting potential for structured remote intervention to address student needs during extended school closures. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01