COVID-19 learning losses: Early grade reading in South Africa
COVID-19 learning losses: Early grade reading in South Africa
复制标题
DOI：
10.1016/j.ijedudev.2021.102480
复制
发表时间：
2021-08-17
影响因子：
2.5
通讯作者：
Kotze, Janeli
中科院分区：
文献类型：
--
作者：
Ardington, Cally;Wills, Gabrielle;Kotze, Janeli
使用三个不同的研究早期年级阅读免费学校在南非，本文建立短期学习损失阅读的2年级和4年级的学生从资源不足的学校环境。我们发现，与大流行前的同龄人相比，2020年二年级学生一年的学习时间减少了57%至70%。在4年级的样本中，学习损失估计在一年学习的62%到81%之间。考虑到与疫情前相比，2020年样本中的学生因学校关闭和轮流上课而损失了56%-60%的接触教学日，这意味着学习与上学损失的比率在1-1.4之间。从四年级的样本中有一些证据表明，在大流行前上学受益更多的儿童-即女孩和最初阅读能力较强的儿童-的阅读轨迹受到的负面影响更大。减轻这些学习损失的长期影响将需要教育系统的重大转变，以确保教学实践得到适当的调整，以优化学习。
Using three different studies on early grade reading from no-fee schools across in South Africa, this paper establishes short-term learning losses in reading for grade 2 and 4 students from under-resourced school contexts. We find that in 2020 grade 2 students lost between 57 % and 70 % of a year of learning relative to their prepandemic peers. Among a grade 4 sample, learning losses are estimated at between 62 % and 81 % of a year of learning. Considering that in 2020 students in the samples lost between 56 %-60 % of contact teaching days due to school closures and rotational timetabling schedules compared to a pre-pandemic year, this implies learning to schooling loss ratios in the region of 1-1.4. There is some evidence from the grade 4 sample that the reading trajectories of children benefiting more from attending school pre-pandemic - namely girls and children with stronger initial reading proficiency - are more negatively impacted. Mitigating the long-run implications of these learning losses will require a significant pivoting of the education system to ensure that instructional practices are appropriately levelled to optimise learning.