Home and School Interventions Aided At-Risk Students' Literacy during COVID-19: A Longitudinal Analysis

Autor/inn/en	Dunn, Kristy; Georgiou, George K.; Inoue, Tomohiro; Savage, Robert; Parrila, Rauno
Titel	Home and School Interventions Aided At-Risk Students' Literacy during COVID-19: A Longitudinal Analysis
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 36 (2023) 2, S.449-466 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Georgiou, George K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-022-10354-7
Schlagwörter	Foreign Countries; Elementary School Students; Grade 1; At Risk Students; Reading Skills; Intervention; COVID-19; Pandemics; Parents; Elementary School Teachers; Home Study; Reading Materials; Reading Instruction; Reading Attitudes; Student Experience; Psychological Patterns; Parent Participation; Reading Difficulties; Canada + Suchen Sie Ihr Suchwort? Ausland; School year 01; 1. Schuljahr; Schuljahr 01; Reading skill; Lesefertigkeit; Eltern; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Leseunterricht; Reading behavior; Rading behaviour; Leseverhalten; Studienerfahrung; Elternmitwirkung; Reading difficulty; Leseschwierigkeit; Kanada
Abstract	We examined whether different parent- and teacher-related factors had an effect on at-risk children's reading development during the first six months of the COVID-19 pandemic. Seventy Grade 1 English-speaking Canadian children (28 females, 42 males; M[subscript age] = 6.60, SD = 0.46) who were at-risk for reading difficulties were administered word and pseudoword reading, nonverbal IQ, and phonological awareness tasks before the school closures (February 2020; Time 1). Reading tasks were administered again when they returned to school in September 2020 (Time 2). In April-May 2020, their parents (n = 70) and teachers (n = 40) filled out a questionnaire on the home literacy environment and the frequency of teaching reading and providing reading materials, respectively. Results of multilevel regression analyses showed that children's reading enjoyment and home learning activities predicted both word and pseudoword reading at Time 2. Differentiation of instruction for struggling readers also predicted children's pseudoword reading at Time 2. These findings reinforce the important role of parents in their children's early reading development particularly when the typical agents of instruction (i.e., teachers) have less time and opportunities to interact with their students because of the 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