Impact of school closure due to COVID-19 on phonemic awareness of first-grade primary school children

Coşkun, Kerem; Kara, Cihan

doi:10.1057/s41599-022-01218-0

Cited by 4 publications

(3 citation statements)

References 54 publications

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“…En cuanto a la emergencia sanitaria, el cierre obligado de las escuelas afectó el aprendizaje de los alumnos (Coskun & Kara, 2022), especialmente en niños de enseñanza básica (Tomasik et al, 2021) y de aquellos con un bajo NSE (Coskun & Kara, 2022;Engzell et al, 2021), lo que provocó un menor rendimiento académico (Chetty et al, 2020). Actualmente son escasos los hallazgos que establezcan el efecto que tuvo el cierre de escuelas en estudiantes preescolares que asisten a escuelas vulnerables, específicamente en la adquisición de habilidades de lectura temprana.…”

Section: Introductionunclassified

Diferencias de género en el rendimiento lector de preescolares que asisten a escuelas vulnerables

Barriga,

Sepúlveda

2024

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Un número importante de investigaciones han constatado la existencia de diferencias en el rendimiento lector entre niños y niñas. Sin embargo, los hallazgos no son convergentes; por otra parte, la mayoría de los estudios se han resuelto en cursos posteriores al preescolar y en sistemas ortográficos opacos. En menor medida se ha indagado el rendimiento inicial lector entre niños y niñas preescolares que asisten a escuelas vulnerables, en período de pospandemia. En este sentido, el objetivo de esta investigación fue determinar si las diferencias de género en el rendimiento lector ocurren desde edades tempranas, a pesar de que los estudiantes no hayan asistido presencialmente a las escuelas. La muestra consistió en 58 alumnos provenientes de 4 colegios públicos. A través de un ANOVA se evaluó la existencia de diferencias de género en el rendimiento lector inicial de los estudiantes. Los resultados mostraron que no existen diferencias en el rendimiento lector global entre niños y niñas, pero sí las hay entre tareas, ya que las niñas se desempeñaron mejor que los niños en tareas de conciencia de lo impreso. Por otra parte, se demostró que tanto niños como niñas obtienen mejores resultados en tareas de conciencia fonológica frente a las tareas de conciencia de lo impreso.

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Section: Introductionunclassified

Diferencias de género en el rendimiento lector de preescolares que asisten a escuelas vulnerables

Barriga,

Sepúlveda

2024

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“…The decline in literacy abilities can lead to a lack of interest in learning the English language, which may negatively affect academic performance. The unprecedented pandemic has also hindered the development of language and literacy skills, as noted in studies of young children's morphological awareness (Coskun & Kara, 2022), school, encountered various challenges during the lockdown. Typically, joint cooperation schools are organized through collaboration between international education programs and formal education in Indonesia.…”

Section: Introductionmentioning

confidence: 99%

Recovering multilingual children’s literacy loss through multimodal literacy practices in a pull-out program

Subiyantoro,

Hartono,

Fitriati

et al. 2024

Indonesian J. Appl. Linguist.

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The global COVID-19 pandemic has significantly impacted various aspects of human life, including hindering language and literacy skills development in multilingual students. This study aims to explore multimodal literacy practices among multilingual primary school students in an English pull-out program. Data sources encompassed students’ artifacts, photos, videos, field notes, and semi-structured interviews, collected from July to December 2021 following the Indonesian government’s reversal of its school closure policy. The research reveals that the pandemic has impeded language and literacy skills development, particularly in writing skills, as students heavily rely on screen typing with auto-correction assistance. Consequently, students' proficiency in constructing grammatically correct English phrases has diminished, impeding effective communication in English in the multilingual school community context. In response to this literacy issue, the joint cooperation school has implemented diverse multimodal literacy practices in its English pull-out program to mitigate language and literacy setbacks. Multimodal composition emerges as a potent tool for language learning, encompassing reading, writing, and speaking skills. Notably, multimodal composition facilitates multilingual children in connecting with their home language and cultures within the target language, aiding in the recovery of writing and pronunciation skills. This study contributes valuable insights for designing English pull-out programs tailored to multilingual students in joint-cooperation schools, addressing language and literacy delays induced by the pandemic.

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“…The closure of schools and universities for extended periods disrupted the learning process, leaving students with limited or no access to in-person education worldwide 8, [29][30][31][32][33][34][35] . Remote learning became the alternative, relying on online platforms, digital resources, and remote teaching methods 25,[36][37][38][39][40][41][42] . However, the shift to remote learning posed signi cant challenges in low-income regions with limited internet connectivity, inadequate infrastructure, and a lack of access to technology 22,43 .…”

Section: Introductionmentioning

confidence: 99%

Family income does not necessarily lead to a holistic e-learning experience during COVID-19: A study in Sri Lanka

Thilakasiri,

Senarath,

Dedunupitiya

et al. 2023

Preprint

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The COVID-19 outbreak caused a disruption of the conventional education system worldwide. This resulted in a shift towards online mode of delivery. This study analyzed the pandemic's effect on the education of students from diverse socioeconomic groups in Sri Lanka. The required data for this study was collected through a nation-wide field survey, covering 3020 households. The factor analysis (FA) performed identified seven significant factors. Thereafter, K-means and spectral clustering were used to cluster the population in order to identify the socio-economic groups that were impacted in a similar manner. This resulted in the identification of three clusters whose demographics and relationship to the extracted factors were extensively analyzed and interpreted. The study concluded that students in high-income households were more emotionally affected, whereas students in low-income households were mostly affected by a lack of resources. The study also concluded that students from mid-income households were the least affected emotionally.

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Impact of school closure due to COVID-19 on phonemic awareness of first-grade primary school children

Cited by 4 publications

References 54 publications

Diferencias de género en el rendimiento lector de preescolares que asisten a escuelas vulnerables

Diferencias de género en el rendimiento lector de preescolares que asisten a escuelas vulnerables

Recovering multilingual children’s literacy loss through multimodal literacy practices in a pull-out program

Family income does not necessarily lead to a holistic e-learning experience during COVID-19: A study in Sri Lanka

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