A study by researchers at Stanford Graduate School of Education (GSE) provides new evidence about the pandemic’s impact on learning among students in the earliest grades, showing distinct changes in the growth of basic reading skills during different time periods over the past year.
Results from a reading assessment given to first- through fourth-graders nationwide show that the students’ development of oral reading fluency – the ability to quickly and accurately read aloud – largely stopped in spring 2020 after the abrupt school closures brought on by COVID-19. Gains in these skills were stronger in fall 2020, but not enough to recoup the loss students experienced in the spring.
“It seems that these students, in general, didn’t develop any reading skills during the spring – growth stalled when schooling was interrupted and remained stagnant through the summer,” said Ben Domingue, an assistant professor at Stanford GSE and first author on the study, which was released by Policy Analysis for California Education (PACE), a nonpartisan research network housed at Stanford.
Second- and third-graders were most affected, the study found. Overall, students’ reading fluency in second and third grade is now approximately 30 percent behind what would be expected in a typical year.
Reading fluency is fundamental for academic development more broadly, the researchers said, because problems with this skill can interfere with students’ ability to learn other subjects as they make their way through later grades.
The researchers examined trends in the students’ long-run growth back to 2018, observing fairly steady growth until the onset of the pandemic in the spring of 2020. The trajectory flattened at that point and remained flat throughout the summer, indicating that children’s reading abilities had stopped. “It was flat in an absolute sense, not just relative to years past,” said Domingue.
Growth resumed in the fall at levels similar to what the researchers saw before the pandemic. But those gains weren’t enough to make up for the ground lost earlier in the year.
The researchers also observed inequitable impact: Students in historically lower-achieving districts (based on data from the Stanford Education Data Archive) developed reading skills at a slower rate than those in higher-achieving ones. Schools that typically score low on annual standardized tests often serve a greater share of low-income and minority students – populations disproportionately affected by the pandemic in ways that impinge on their readiness to learn, including lack of access to computers, reliable internet access or a parent at home.
The researchers also found that about 10 percent of students who were tested before the pandemic were not observed in fall 2020. It’s not clear why they were missing, but the researchers suggest that if these students had trouble accessing the assessment remotely, they may be less engaged with school overall and could be falling even further behind than students who were tested.
Next steps
The researchers caution that, while their analysis provides important evidence on learning loss in the early grades, it doesn’t include information about whether students attended school in person, remotely or in some hybrid form.
They also note that their findings should not be applied to other academic subjects, largely because of the focus on reading in the early grades and the likelihood that it was a centerpiece of many schools’ instruction for the fall of 2020.
Excerpted from “New Stanford Study Finds Reading Skills Among Young Students Stalled During the Pandemic” in Stanford News. Read the full article online.
Source: Stanford News | New Stanford Study Finds Reading Skills Among Young Students Stalled During the Pandemic, https://news.stanford.edu/2021/03/09/reading-skills-young-students-stalled-pandemic | © 2021 Stanford University
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