Study on strategies to curb student learning loss during the pandemic

 

Researchers say early data shows the pandemic is taking a toll on student learning. They concluded that children have lost at least one and a half months of reading, with students of color faring worse. And some experts say the loss could be even worse because some of the most vulnerable students may not be regularly attending class online or taking assessments this year. The report  details five strategies schools are taking to curb these losses: tutoring; lengthening the school year; ensuring learning materials are at grade level; partnering with community organizations; and tapping parents as partners in boosting literacy.

Dorn, E. et al. (2020, Dec. 8). COVID19 and learning loss. McKinsey.

https://www.mckinsey.com/industries/public-and-social-sector/our-insights/covid-19-and-learning-loss-disparities-grow-and-students-need-help

Early-Literacy Lessons Linked to Reading and Writing Achievement

This study examined the relationship between familial engagement in helping their child learn to read with early-literacy lessons and reading and that child’s reading and writing achievement. Results showed higher reading and writing achievement correlated with engaging in more home literacy activities. Parental help or monitoring of home literacy activities was greater for low-achieving than for high-achieving readers or writers. Children engaged more minutes per week in reading than writing activities at home, but parents provided more help with writing and reported computers were used more for homework than for school literacy instruction. This research can help inform school practitioners who engage in problem-solving consultation with students’ families on how to improve reading and writing achievement in students’ academic careers.

Alston-Abel, N. L., & Berninger, V. W. (2017). Relationships between home literacy practices and school achievement: Implications for consultation and home – school collaboration. Journal of Educational and Psychological Consultation. https://dx.doi.org/10.1080/10474412.2017.1323222