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Literacy and COVID-19: Elementary St...

Schweiger, Emmett McGregor.

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Literacy and COVID-19: Elementary Students' Reading Performance through a Global Pandemic.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Literacy and COVID-19: Elementary Students' Reading Performance through a Global Pandemic./
作者:	Schweiger, Emmett McGregor.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2022,
面頁冊數:	125 p.
附註:	Source: Dissertations Abstracts International, Volume: 83-11, Section: A.
Contained By:	Dissertations Abstracts International83-11A.
標題:	Reading instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29163416
ISBN:	9798426831087

Literacy and COVID-19: Elementary Students' Reading Performance through a Global Pandemic.
Schweiger, Emmett McGregor.

Literacy and COVID-19: Elementary Students' Reading Performance through a Global Pandemic. - Ann Arbor : ProQuest Dissertations & Theses, 2022 - 125 p.

Source: Dissertations Abstracts International, Volume: 83-11, Section: A.

Thesis (Psy.D.)--State University of New York at Albany, 2022.

This item must not be sold to any third party vendors.

The critical area of literacy instruction has long relied on the use of measurement tools and the resulting data to identify at-risk readers and deliver needed supports. When the COVID-19 pandemic caused disruption to education, measurement practices were altered and there was limited existing research available to predict the potential impact of the pandemic on literacy development. The primary purpose of this study was to examine the reading performance of students in a Southern Tier New York elementary school before and during the pandemic, utilizing existing data from fall 2019 to spring 2021. Additionally, this study sought to evaluate the use of Fountas and Pinnell's Benchmark Assessment System (BAS) as a measurement tool to assess reading skills. Older elementary students were found to present with reading scores increasingly below expected benchmarks after the onset of the pandemic. Students who were considered at-risk readers prior to the pandemic read below expected benchmarks throughout the pandemic, unlike students who met or exceeded expectations prior to the pandemic. Fluency scores measured with the BAS produced inconsistent results, indicating that Fountas and Pinnell's fluency scores should not be used to screen for risk status. Though specific to the studied elementary school, these findings add to the emerging literature on the COVID-19 pandemic and literacy performance. Conclusions specific to the studied school and recommendations for future directions are provided.

ISBN: 9798426831087Subjects--Topical Terms:

2122756
Reading instruction.
Subjects--Index Terms:

CBM

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