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Covid-19 school closures negatively impacted elementary-school students’ reading comprehension and reading fluency skills

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  • Starling-Alves, Isabella
  • Hirata, Guilherme
  • Oliveira, João Batista A.

Abstract

In Brazil, schools remained closed to prevent the spread of COVID-19 for approximately two years. In this study, we investigated how COVID-19 school closures were associated with gaps and losses in Brazilian students’ reading skills. We contrasted the reading comprehension and fluency of 2nd- to 4th-graders in 2022 with a 2019 cohort. Furthermore, we investigated how 2022 5th graders’ reading comprehension and fluency skills have improved since 2019. Overall, results showed that COVID-19 school closures were associated with gaps but not losses in reading comprehension and fluency. Therefore, these skills should be targets of educational interventions.

Suggested Citation

  • Starling-Alves, Isabella & Hirata, Guilherme & Oliveira, João Batista A., 2023. "Covid-19 school closures negatively impacted elementary-school students’ reading comprehension and reading fluency skills," International Journal of Educational Development, Elsevier, vol. 99(C).
    • Handle: RePEc:eee:injoed:v:99:y:2023:i:c:s0738059323000305
    DOI: 10.1016/j.ijedudev.2023.102753
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    References listed on IDEAS

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    1. Alban Conto, Carolina & Akseer, Spogmai & Dreesen, Thomas & Kamei, Akito & Mizunoya, Suguru & Rigole, Annika, 2021. "Potential effects of COVID-19 school closures on foundational skills and Country responses for mitigating learning loss," International Journal of Educational Development, Elsevier, vol. 87(C).
    2. Hevia, Felipe J. & Vergara-Lope, Samana & Velásquez-Durán, Anabel & Calderón, David, 2022. "Estimation of the fundamental learning loss and learning poverty related to COVID-19 pandemic in Mexico," International Journal of Educational Development, Elsevier, vol. 88(C).
    3. Ardington, Cally & Wills, Gabrielle & Kotze, Janeli, 2021. "COVID-19 learning losses: Early grade reading in South Africa," International Journal of Educational Development, Elsevier, vol. 86(C).
    4. Guilherme Lichand & Carlos Alberto Doria & Onicio Leal-Neto & João Paulo Cossi Fernandes, 2022. "Publisher Correction: The impacts of remote learning in secondary education during the pandemic in Brazil," Nature Human Behaviour, Nature, vol. 6(8), pages 1180-1180, August.
    5. Guilherme Lichand & Carlos Alberto Doria & Onicio Leal-Neto & João Paulo Cossi Fernandes, 2022. "The impacts of remote learning in secondary education during the pandemic in Brazil," Nature Human Behaviour, Nature, vol. 6(8), pages 1079-1086, August.
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