Learning loss during the COVID-19 pandemic and the impact of emergency remote instruction on first grade students’ writing : A natural experiment

Journal article


Skar, Gustaf Bernhard Uno, Graham, Steve and Huebner, Alan. (2022). Learning loss during the COVID-19 pandemic and the impact of emergency remote instruction on first grade students’ writing : A natural experiment. Journal of Educational Psychology. 114(7), pp. 1553-1566. https://doi.org/10.1037/edu0000701
AuthorsSkar, Gustaf Bernhard Uno, Graham, Steve and Huebner, Alan
Abstract

The coronavirus disease 2019 (COVID-19) pandemic and the sudden cancellation of in-class instruction for many students around the world presented an unprecedented disruption in children’s education. As the COVID-19 pandemic took form, multiple concerns were raised about the potential negative impact on students’ learning. The current study examined this proposition for children’s writing. We compared the quality of writing, handwriting fluency, and attitude toward writing of first grade Norwegian students during the COVID-19 pandemic (421 girls, 396 boys), which included emergency remote instruction for almost 7 weeks, with first grade students in the same schools a year before the pandemic began (835 girls, 801 boys). After controlling for variance due to national test scores, school size, proportion of certified teachers, students per special education teacher, school hours per student, student gender, and native language, we found that students attending first grade during the pandemic had lower scores for writing quality, handwriting fluency, and attitude toward writing than their first grade peers tested a year earlier before the COVID-19 pandemic emerged. Implications for policy and instruction as well as future research are presented.

Keywordswriting; COVID-19; first grade; handwriting; motivation
Year2022
JournalJournal of Educational Psychology
Journal citation114 (7), pp. 1553-1566
PublisherAmerican Psychological Association
ISSN0022-0663
Digital Object Identifier (DOI)https://doi.org/10.1037/edu0000701
Scopus EID2-s2.0-85119254509
Page range1553-1566
FunderNorwegian Research Council
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online2021
Publication process dates
Accepted07 Jun 2021
Deposited25 May 2022
Grant ID288795
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