Reading and Math Skills Development among Finnish Primary School Children before and after COVID-19 School Closure

Autor/inn/en	Lerkkanen, Marja-Kristiina; Pakarinen, Eija; Salminen, Jenni; Torppa, Minna
Titel	Reading and Math Skills Development among Finnish Primary School Children before and after COVID-19 School Closure
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 36 (2023) 2, S.263-288 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lerkkanen, Marja-Kristiina) ORCID (Pakarinen, Eija) ORCID (Salminen, Jenni) ORCID (Torppa, Minna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-022-10358-3
Schlagwörter	Foreign Countries; Reading Skills; Mathematics Skills; Grade 3; Elementary School Students; COVID-19; Pandemics; Distance Education; Gender Differences; Parent Background; Educational Background; Homework; Parent Child Relationship; Mothers; Parent Participation; Child Behavior; Prediction; Grade 4; Mother Attitudes; Teacher Attitudes; Child Development; Reading Fluency; Reading Comprehension; Grade 1; Grade 2; Longitudinal Studies; School Closing; Achievement Gains; Finland + Suchen Sie Ihr Suchwort? Ausland; Reading skill; Lesefertigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; School year 03; 3. Schuljahr; Schuljahr 03; Distance study; Distance learning; Fernunterricht; Geschlechterkonflikt; Elternhaus; Vorbildung; Hausaufgabe; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Mother; Mutter; Elternmitwirkung; Vorhersage; School year 04; 4. Schuljahr; Schuljahr 04; Mutterliebe; Lehrerverhalten; Kindesentwicklung; Leseverstehen; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; School closings; Schule; Schließung; Schließung (von Schulen); Achievement gain; Leistungssteigerung; Finnland
Abstract	This study quantified the possible learning losses in reading and math skills among a sample of Finnish Grade 3 children (n = 198) who spent 8 weeks in distance learning during the first wave of the COVID-19 pandemic in spring 2020. We compared their reading and math skill development trajectories across Grades 1, 2, and 4 to a pre-COVID sample (N = 378). We also examined if gender, parental education, maternal homework involvement, and child's task-avoidant behavior predict children's academic skills at Grade 4 differently in the pre-COVID sample compared with the COVID sample. Children's reading and math skills were tested, mothers reported their education and homework involvement, and teachers rated children's task-avoidant behavior. The results showed, on average, lower reading skills in the COVID sample than in the pre-COVID sample but there were no differences in math skills. Although the COVID sample had lower levels in reading, their developmental trajectories in reading and math skills were not different from the pre-COVID sample before the pandemic in Grades 1 and 2. From Grade 2 to 4, however, the development was slower in reading fluency and comprehension in the COVID sample, but not in math. The predictors of change from Grade 2 to 4 in reading and math skills were not different in the samples. The results showed that the development of reading skills in particular may have been affected by the COVID-19 pandemic. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01