First and Second Graders’ Reading Motivation and Reading Comprehension Were Not Adversely Affected by Distance Learning During Covid-19

Datos Bibliográficos

ID22166312
AutoresAlmut E Thomas, Almut Thomas (0000-0002-7347-7091, Pädagogische Hochschule Viktor Frankl Hochschule, autor de correspondencia)
Año2021
Volumen6
Fecha de publicación2021-12-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaFrontiers in Education (JOURNAL)
Identificadores de la revistaISSN: 2504-284X • E-ISSN: 2504-284X
EditorialFrontiers Media SA (PUBLISHER • CH)
DOI10.3389/feduc.2021.780613
OpenAlexW3217108671
IdiomaEN
Citas recibidas3
Referencias citadas18

Many assume that school shutdowns in the wake of the COVID-19 pandemic have significantly impaired students’ achievement and self-determined motivation. Of greatest concern given the sudden shift to distance learning are students with inadequate access to digital media and insufficient experience organizing learning processes independently—for example, first and second graders. This study used a quasi-experiment with 206 elementary students to investigate differences in reading comprehension and self-determined reading motivation of students who attended grades one and two during or before the pandemic. Surprisingly, the results revealed no differences in reading comprehension and reading motivation between the groups, contradicting the assumption that the pandemic-driven shift to distance learning would inevitably impair young students’ achievements and self-determined motivation

Comprehension · Distance education · Linguistics · Mathematics education · Pandemic · Reading comprehension · Reading motivation · Computer Science · COVID-19 and Mental Health · Impact of Technology on Adolescents · Medicine · Psychology · Technology-Enhanced Education Studies

Herramientas

Abrir DOIOpen Access