Covid-19 school closures negatively impacted elementary-school students’ reading comprehension and reading fluency skills

Isabella Starling-Alves, Guilherme Hirata and João Batista A. Oliveira

International Journal of Educational Development, 2023, vol. 99, issue C

Abstract: In Brazil, schools remained closed to prevent the spread of COVID-19 for approximately two years. In this study, we investigated how COVID-19 school closures were associated with gaps and losses in Brazilian students’ reading skills. We contrasted the reading comprehension and fluency of 2nd- to 4th-graders in 2022 with a 2019 cohort. Furthermore, we investigated how 2022 5th graders’ reading comprehension and fluency skills have improved since 2019. Overall, results showed that COVID-19 school closures were associated with gaps but not losses in reading comprehension and fluency. Therefore, these skills should be targets of educational interventions.

Keywords: Covid-19; School closures; Reading fluency; Reading comprehension (search for similar items in EconPapers)
Date: 2023
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Persistent link: https://EconPapers.repec.org/RePEc:eee:injoed:v:99:y:2023:i:c:s0738059323000305

DOI: 10.1016/j.ijedudev.2023.102753

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