期刊
HUMANITIES & SOCIAL SCIENCES COMMUNICATIONS
卷 9, 期 1, 页码 -出版社
SPRINGERNATURE
DOI: 10.1057/s41599-022-01059-x
关键词
-
资金
- European Horizon 2020 under OPERACAO [NORTE-08- 5266-FSE349 000095]
This study examined the reading skills of second-grade students after online schooling due to COVID-19 and evaluated the impact of a reading skills consolidating program conducted at the beginning of the school year. The results showed that the intervention program had a positive effect on students' reading skills.
This paper diagnoses the reading skills at the onset of second grade after one (final) trimester of first grade, with online schooling as a result of COVID-19. It also describes and assesses the impact of a Reading Skills Consolidating Program conducted with second graders during the first weeks of the school year. This intervention program focuses on the promotion of letter-sound, phonemic awareness, decoding and spelling. The intervention was implemented with 446-second graders (224 boys and 208 girls), preceded and followed by a reading assessment. Results were analyzed with an intra (pre- and post-test) group design. A paired sample t-test indicated the presence of statistically significant differences between the two assessment moments, with higher values at the post-test. At the pre-test, there was a significantly higher than the normally expected percentage of students with a reading level on or below the 10th percentile along with a significantly worse performance among low Socioeconomic Status (SES) students. The post-test revealed a positive impact of the training program, as indicated by (i) a decrease to about half of the number of students at or below the 10th percentile, (ii) an increase of 20% of students with reading skills at or above the 30th percentile and (iii) the difference decrease in reading skills in a result of SES.
作者
我是这篇论文的作者
点击您的名字以认领此论文并将其添加到您的个人资料中。
推荐
暂无数据