Reversing downstream consequences of school hiatus on reading in disadvantaged, at-risk children
The spread of COVID-19 has led to the disruption of K-12 education for about 90% of the world's student population. The effects on children's academic development are unknown. We examined how disruption in schooling over three consecutive summers in disadvantaged minority children affects...
| Autores: | , , , , |
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| Formato: | artículo |
| Fecha de publicación: | 2022 |
| País: | España |
| Recursos: | Universidad Autónoma de Madrid |
| Repositorio: | Biblos-e Archivo. Repositorio Institucional de la UAM |
| Idioma: | inglés |
| OAI Identifier: | oai:repositorio.uam.es:10486/706473 |
| Acesso em linha: | http://hdl.handle.net/10486/706473 https://dx.doi.org/10.1007/s40817-022-00119-z |
| Access Level: | acceso abierto |
| Palavra-chave: | disadvantaged children dyslexia reading school hiatus Psicología |
| Resumo: | The spread of COVID-19 has led to the disruption of K-12 education for about 90% of the world's student population. The effects on children's academic development are unknown. We examined how disruption in schooling over three consecutive summers in disadvantaged minority children affects reading and whether an intensive intervention can ameliorate these effects. Our data were collected prior to the COVID-19 pandemic. We applied Latent Change Score models to examine developmental trends in a longitudinal study of reading in 111 economically disadvantaged children, assessed biannually from grades 1 to 4, including 3 summers (for a total of 6 months of school hiatus). The students fell behind the normative population in their ability to understand written texts, a decrease in their relative percentile of 0.25 of a standard deviation each summer, and an effect 3-4 times greater than prior studies suggested. Compared to children in a comparison group, children who received an evidence-based intervention during the school year were better able to maintain their reading scores. These findings provide evidence that disruptions in schooling, for example, those implemented to slow the spread of COVID-19, may have a significant detrimental effect on the reading abilities of disadvantaged children and that children who received a reading intervention were better able to maintain their reading scores during the hiatus. It is critical that policy makers prioritize the allocation of necessary resources to minimize the negative effects on reading this pandemic has wrought on these most disadvantaged children. |
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