COVID-19 教育中断前后资源匮乏 K-2 学生的阅读成绩变化
Reading achievement among under-resourced K-2 students before, during, and after COVID-19 educational disruptions
一项追踪 236,701 名幼儿园至二年级学生（2019–2020 至 2023–2024 学年，48.7% 为女性，69.8% 为 Latine）的研究显示，远程教学期间（2020–2021）儿童阅读表现和增长均低于疫情前队列，恢复面授后阅读分数回升，疫情期间接受远程教学的幼儿园学生在二年级时实现阅读成绩恢复。
COVID-19 disrupted early reading development, especially for under-resourced students. Few studies have evaluated early reading skill recovery after the return to in-person instruction. This study tracked reading achievement among 236,701 kindergarten through second-grade students from the academic year 2019–2020 to 2023–2024 (48.7% female; 69.8% Latine). Children had lower reading performance and less growth during remote instruction (2020–2021) compared with the pre-COVID cohort. Reading scores improved once in-person learning resumed. Kindergarten students who experienced remote instruction during COVID-19 demonstrated reading achievement recovery by the second grade. We also assessed if increased school-level ( N = 467) support services were related to reading skill growth. Results demonstrated that early reading skill recovery is possible after mass disruptions.
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来源：Child Development · academic.oup.com