dc.contributor.author | Skar, Gustaf Bernhard Uno | |
dc.contributor.author | Graham, Steve | |
dc.contributor.author | Huebner, Alan | |
dc.date.accessioned | 2023-02-07T11:49:31Z | |
dc.date.available | 2023-02-07T11:49:31Z | |
dc.date.created | 2023-02-04T10:20:04Z | |
dc.date.issued | 2023 | |
dc.identifier.issn | 1040-726X | |
dc.identifier.uri | https://hdl.handle.net/11250/3048861 | |
dc.description.abstract | The COVID-19 pandemic and the move by governments worldwide to cancel in-class instruction and move to emergency remote instruction in March and April of 2020 created an unprecedented disruption in children’s education. As the COVID-19 pandemic took form and continued to impact education in the following 2020/2021 academic year, multiple concerns were raised about possible negative effects on students’ learning. The current longitudinal replication study examined this proposition for second-grade students in Norway. In a previous investigation (Skar et al. Journal of Educational Psychology 114:1553–1566, 2022), we found that scores for quality of writing, handwriting fluency, and attitude toward writing of first-grade children tested immediately after emergency remote instruction ended in the Spring of 2020 (During COVID-19 cohort) were lower than the scores of first-grade students from the same schools tested a year earlier before the start of the pandemic (Before COVID-19 cohort). In the present study, we compared the scores for the During COVID-19 cohort (333 girls, 308 boys) on these same writing measures 1 year later at the end of second grade to a During COVID-19 cohort of second-graders (888 girls, 780 boys) from the same schools tested 2 years earlier before the start of the pandemic. The initial negative impact of the COVID-19 pandemic on first-grade students’ writing observed by Skar et al. (Journal of Educational Psychology 114:1553–1566, 2022) was no longer evident 1 year later at the end of second grade in the current study. | en_US |
dc.language.iso | eng | en_US |
dc.publisher | Springer | en_US |
dc.rights | Navngivelse 4.0 Internasjonal | * |
dc.rights.uri | http://creativecommons.org/licenses/by/4.0/deed.no | * |
dc.title | The Long-Term Effects of the COVID-19 Pandemic on Children’s Writing: a Follow-up Replication Study | en_US |
dc.title.alternative | The Long-Term Effects of the COVID-19 Pandemic on Children’s Writing: a Follow-up Replication Study | en_US |
dc.type | Peer reviewed | en_US |
dc.type | Journal article | en_US |
dc.description.version | publishedVersion | en_US |
dc.source.journal | Educational Psychology Review | en_US |
dc.identifier.doi | 10.1007/s10648-023-09729-1 | |
dc.identifier.cristin | 2122999 | |
cristin.ispublished | true | |
cristin.fulltext | original | |
cristin.qualitycode | 1 | |