The effect of COVID on Oral Reading Fluency during the 2020-2021 Academic Year

Domingue, Benjamin W.; Dell, Madison; Lang, David; Silverman, Rebecca D.; Yeatman, Jason D.; Hough, Heather

doi:10.35542/osf.io/6zqjr

Cited by 15 publications

(18 citation statements)

References 7 publications

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“…In addition, Black, Hispanic/Latino, and American Indian/Alaskan Native students and students in economically disadvantaged schools or neighborhoods experienced the largest declines (Kogan & Lavertu, 2021; Lewis et al., 2021; West & Lake, 2021). Furthermore, students in Grades K-3 were falling behind in the development of essential early reading skills (Domingue et al., 2021; McGinty et al., 2021).…”

Section: Introductionmentioning

confidence: 99%

The COVID-19 School Year: Learning and Recovery Across 2020-2021

Kuhfeld¹,

Soland

Lewis³

et al. 2022

AERA Open

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The schooling disruptions due to the COVID-19 pandemic continue to reverberate across the K-12 educational system more than a year after schools closed for in-person instruction. In this study, we examined the aftermath of these disruptions by modeling student achievement trends prior to and during the pandemic, with particular focus on growth in 2020-2021. The data included test scores from 4.9 million U.S. students in Grades 3 through 8. Although the average student demonstrated positive gains in math and reading during the 2020-2021 school year, students were still behind typical (prepandemic) averages by spring 2021 (0.16 to 0.26 standard deviations behind in math and 0.06 to 0.11 standard deviations behind in reading). Furthermore, growth in math was more variable than in prior years, and much of the gains occurred among initially high-performing students pulling further ahead. Findings support the theory that the pandemic left students behind academically across the board while also worsening existing educational inequities.

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Section: Introductionmentioning

confidence: 99%

The COVID-19 School Year: Learning and Recovery Across 2020-2021

Kuhfeld¹,

Soland

Lewis³

et al. 2022

AERA Open

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“…A recent study confirmed these predictions and showed that second and third graders in over 100 United States school districts nationwide fell about 30 percent behind the expected oral reading fluency scores in fall 2020 and that students at lower-achieving schools fell even farther behind ( Domingue et al, 2021 ). A more recent study included data from 5.5 million students in grades 3–8 and measured their reading and math achievements during the 2020–2021 school year ( Lewis et al, 2021 ).…”

Section: Introductionmentioning

confidence: 86%

Can an Online Reading Camp Teach 5-Year-Old Children to Read?

Weiss

Yeatman

Ender

et al. 2022

Front. Hum. Neurosci.

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Literacy is an essential skill. Learning to read is a requirement for becoming a self-providing human being. However, while spoken language is acquired naturally with exposure to language without explicit instruction, reading and writing need to be taught explicitly. Decades of research have shown that well-structured teaching of phonological awareness, letter knowledge, and letter-to-sound mapping is crucial in building solid foundations for the acquisition of reading. During the COVID-19 pandemic, children worldwide did not have access to consistent and structured teaching and are, as a consequence, predicted to be behind in the development of their reading skills. Subsequent evidence confirms this prediction. With the best evidence-based practice in mind, we developed an online version of a well-structured early literacy training program (Reading Camp) for 5-year-old children. This 2-week online Reading Camp program is designed for pre-K children. It incorporates critical components of the fundamental skills essential to learning to read and is taught online in an interactive, multi-sensory, and peer-learning environment. We measure the participants’ literacy skills and other related skills before and after participating in the online Reading Camp and compare the results to no-treatment controls. Results show that children who participated in the online Reading Camp improved significantly on all parameters in relation to controls. Our results demonstrate that a well-structured evidence-based reading instruction program, even if online and short-term, benefits 5-year-old children in learning to read. With the potential to scale up this online program, the evidence presented here, alongside previous evidence for the efficacy of the in-person program, indicates that the online Reading Camp program is effective and can be used to tackle a variety of questions regarding structural and functional plasticity in the early stages of reading acquisition.

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“…Domingue et al 8 evaluated the impact of COVID-19 on the development of oral reading fluency in students from grades 1 to 3 in more than 100 United States school districts. The survey showed that students in grades 2 and 3 had a shortfall of ∼ 30% compared with a typical year, and it pointed out that students in low-performance districts experienced major shortfalls in learning.…”

Section: Introductionmentioning

confidence: 99%

“…It is important to understand the students' reading development during the period that the schools were closed due to COVID-19 so the teachers can plan strategies for the school year after that. Measuring and monitoring the development of reading fluency are quick and highly predictive strategies for the development of reading and reading-comprehension skills, and are considered by researchers 8 10 strong indicators of proficient reading.…”

Section: Introductionmentioning

confidence: 99%

Reading fluency during the COVID-19 pandemic: a longitudinal and cross-sectional analysis

et al. 2022

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Background International studies performed during the periods of social isolation highlighted the potential loss of student's learning skills. The present study fills a gap in Brazilian research on this topic and focuses on the development of reading fluency. Objective To investigate the development of the reading fluency of students in the early years of elementary school during e-learning as a result of the social distancing measures put into effect due to the coronavirus disease 2019 (COVID-19) pandemic. Methods Students from grades 2 to 5 were recorded. The number of words read per minute and of those read correctly per minute were analyzed. Descriptive statistical analysis was performed, using analysis of variance (ANOVA) for repeated measures with Bonferroni correction in the longitudinal study, and the t-test in the cross-sectional study. Results In the cross-sectional study, 162 students participated. Only the comparison between the 2nd grade classes of 2020 and 2021 showed a statistically significant difference. In the prepandemic classes, the students had better results in reading accuracy than the students assessed during the pandemic. The longitudinal study included 75 students, who improved in fluency rate and accuracy as expected between March and December 2020. In March 2021, the results showed a drop, which may be related to school closures during the Brazilian summer vacation. Conclusions The present research demonstrates the results of Brazilian students in terms of the development of reading fluency during the pandemic. There was an expressive development in grades 2 and 3, with stability in the following grades. The 2nd grade class of 2021 suffered a major impact due to the pandemic.

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The effect of COVID on Oral Reading Fluency during the 2020-2021 Academic Year

Cited by 15 publications

References 7 publications

The COVID-19 School Year: Learning and Recovery Across 2020-2021

The COVID-19 School Year: Learning and Recovery Across 2020-2021

Can an Online Reading Camp Teach 5-Year-Old Children to Read?

Reading fluency during the COVID-19 pandemic: a longitudinal and cross-sectional analysis

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