The growth trajectories of oral and silent word reading fluency before and after COVID-19

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction Pub Date : 2025-03-06 DOI:10.1016/j.learninstruc.2025.102105

George K. Georgiou , Tomohiro Inoue , Michael McMann , Scott McKenzie , Rauno Parrila

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引用次数: 0

Abstract

Purpose

We examined the growth of word-reading fluency (oral and silent) in two cohorts of English-speaking Canadian children in Grades 1 to 4 and whether the COVID-19 pandemic had an effect on it.

Method

The first cohort comprised 997 children (49% females) who were in Grades 1, 2, 3, and 4 in September 2018. The second cohort comprised 797 children (48% females) who were in Grades 1, 2, 3, and 4 in September 2020. Each cohort was assessed five times on a measure of oral word-reading fluency (Test of Sight Word Reading Efficiency) and on a measure of silent word-reading fluency (Test of Silent Word Reading Fluency).

Results

Results of multigroup latent basis growth modeling showed that whereas oral word-reading fluency followed decelerating growth from Grades 1 to 4, silent word-reading fluency showed slower growth in Grade 1 and prolonged growth thereafter. Our results further showed that although children's initial performance levels were slightly lower after the school closures due to the COVID-19 pandemic, their growth in both oral and silent word-reading fluency was generally faster after the schools reopened, catching up with the pre-pandemic levels of children's reading fluency.

Conclusion

These findings suggest that silent and oral word-reading fluency may differ not only in their predictors (as shown in previous studies), but also in their growth trajectories. COVID-19 impacted not only the initial performance levels, but also the growth trajectories in oral and silent word-reading fluency.

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新冠肺炎前后口语和默语阅读流畅性的增长轨迹

目的：我们研究了两组加拿大1至4年级英语儿童的单词阅读流利性（口语和无声）的增长情况，以及COVID-19大流行是否对其有影响。方法第一队列包括2018年9月的997名1、2、3和4年级儿童（49%为女性）。第二组包括797名儿童（48%为女性），他们在2020年9月就读于1年级、2年级、3年级和4年级。对每个队列进行了五次口头单词阅读流畅性测试（视觉单词阅读效率测试）和无声单词阅读流畅性测试（无声单词阅读流畅性测试）。结果多组潜基增长模型结果显示，口语阅读流畅性在1 - 4年级呈减速增长，而无声阅读流畅性在1年级呈缓慢增长，此后持续增长。我们的研究结果进一步表明，尽管由于COVID-19大流行而导致学校关闭后儿童的初始表现水平略有下降，但学校重新开放后，儿童的口语和无声单词阅读流畅性的增长速度普遍更快，赶上了儿童阅读流畅性的流行前水平。这些研究结果表明，沉默和口语阅读流畅性不仅在预测因素上有所不同（如先前的研究所示），而且在成长轨迹上也有所不同。COVID-19不仅影响了最初的表现水平，还影响了口语和默读单词流畅性的增长轨迹。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Learning and Instruction Multiple-

CiteScore

11.30

自引率

4.80%

发文量

109

期刊介绍： As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.