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

Dados Bibliográficos

ID22166312
AutoresAlmut E Thomas, Almut Thomas (0000-0002-7347-7091, Pädagogische Hochschule Viktor Frankl Hochschule, autor correspondente)
Ano2021
Volume6
Data de publicação2021-12-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoFrontiers in Education (JOURNAL)
Identificadores do periódicoISSN: 2504-284X • E-ISSN: 2504-284X
EditoraFrontiers Media SA (PUBLISHER • CH)
DOI10.3389/feduc.2021.780613
OpenAlexW3217108671
IdiomaEN
Citações recebidas3
Referências 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

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