Annotated Bibliography Sources 9-15 2
Topic: The Impact of the Covid-19 Pandemic on Children’s Reading Performance
Aurini,*J., & Davies,*S. (2021). COVID‐19 school closures and educational achievement gaps in
Canada: Lessons from Ontario summer learning research.*Canadian Review of
Sociology/Revue canadienne de sociologie,*58(2), 165-
185. https://doi.org/10.1111/cars.12334
In this source the authors wanted to examine whether the covid-19 closures would cause
achievement gaps in students in Ontario Canada. During the covid-19 pandemic, schools
in Canada were closed from March to September of 2020. Research has shown that
extended periods of time when children are out of school can lead to a loss of academic
achievement and even wide gaps. The authors of this study decided to examine data from
students in elementary school who attended summer school from 2010 to 2015. The
predictions the authors concluded were that students who are average learners would lose
3 ½ months of learning. Students who were lower achievers were predicted to lose 6 ½
months of learning due to the covid-19 school closures. The achievement gaps were
predicted to be 1 ½ years when compared to students in the same grade. This source will
be an excellent addition to my research paper focusing on the predictions of how covid-
19 school closures would affect learning, including reading performance.
Domingue,*B., Dell,*M., Lang,*D.*N., Silverman,*R.*D., Yeatman,*J.*D., & Hough,*H. (2021).
The effect of COVID on oral reading fluency during the 2020-2021 academic
year.*https://doi.org/10.35542/osf.io/6zqjr
This source provides excellent information for my research topic regarding children’s
reading fluency and how it was affected during the covid-19 pandemic school closures.
The study the authors conducted in this journal focused on data from an assessment on
Annotated Bibliography Sources 9-15 3
oral reading fluency. The goal of this study was to determine the effects which the covid-
19 pandemic school closures had on student’s reading performance. The study found that
during the first 200 days of the 2020-2021 school year the students were experiencing
slower growth in reading performance when compared to student assessment data prior to
the covid-19 pandemic school closures. Growth was slower in school districts which had
larger numbers of students receiving reduced or free lunches as well as ELL (English
language learners) students. It is possible that growth rates were lower for these particular
students because when learning went online during the pandemic, many of these students
may have parents who were not available to assist them or even make sure that they were
doing their work remotely.
González,*M., Loose,*T., Liz,*M., Pérez,*M., Rodríguez‐Vinçon,*J.*I., Tomás‐Llerena,*C., &
Vásquez‐Echeverría,*A. (2022). School readiness losses during the COVID‐19 outbreak.
A comparison of two cohorts of young children.*Child Development,*93(4), 910-
924. https://doi.org/10.1111/cdev.13738
Previous research has shown interruptions in children’s academic achievement during
events such as the Great Depression, the recession in 2008, and N1H1. This journal
article wanted to examine if the covid-19 pandemic had the same effect and affected
school readiness which included reading readiness in children aged 4-6 in Uruguay. Data
was reviewed from 2018-2020 from preschool school readiness assessments. Based off
the data that was reviewed, there were recorded losses for children aged 4–6 in attitudes
about learning, internalizing behaviors as well as cognitive and motor development.
Children in higher socio-economic schools did not experience as high losses as those in
the lower socio-economic schools. This looks to be consistent with several other studies
Annotated Bibliography Sources 9-15 4
which have been conducted since the covid-19 pandemic had closed schools. This source
is important for my research paper because it is a study which specifically examines
school readiness which includes early reading skills.
König,*C., & Frey,*A. (2022). The impact of COVID‐19‐Related school closures on student
achievement—A meta‐analysis.*Educational Measurement: Issues and Practice,*41(1),
16-22.*https://doi.org/10.1111/emip.12495
The covid-19 pandemic caused schools to close all around the world and forced children
to switch to online learning for school. Online learning had positive aspects for some
children, especially those children who were excellent learners. For learners who
struggled or even learners who have special needs they have had a challenging time with
online learning. This study focused on student achievement during the covid-19
pandemic, specifically student achievement in younger children. The authors were
interested in whether younger children were more negatively affected than older children
by the school closures during the pandemic. To be able to accomplish this goal the
authors examined potentially relevant cases. In the end, over 420 studies which
researched the effect that school closures during the pandemic had on student
achievement were examined. The results they discovered showed that there was a
negative effect of covid-19 school closures on reading and mathematics (student
achievement).
De Leeuw,*S., Haelermans,*C., Jacobs,*M., Van der Velden,*R., Van Vugt,*L., & Van Wetten,*S.
(2023). The role of family composition in students' learning growth during the
<scp>COVID</scp>‐19 pandemic.*Journal of Marriage and Family,*85(3), 807-
828. https://doi.org/10.1111/jomf.12912
Annotated Bibliography Sources 9-15 5
This is an excellent scholarly journal article for my research paper because this article
specifically focuses on the role of how families are made up (family composition) and
what effect that had on assisting their children with their learning during the pandemic.
This article also examines the family’s socioeconomic status as well. The covid-19
pandemic gave researchers an excellent opportunity to study the connection between a
child’s educational performance and their family composition. This article specifically
examines this association. There were two hypotheses that the authors were focused on.
Did children in either single parent or stepfamily homes experience less educational
growth than that of children in a two-parent home? What the authors discovered was that
children in single family homes as well as children of large families had experienced less
educational growth during the period of the covid-19 school closures when compared to
that of children from two-parent homes.
Tomasik,*M.*J., Helbling,*L.*A., & Moser,*U. (2020). Educational gains of <scp>in‐
person</scp> vs. distance learning in primary and secondary schools: A natural
experiment during the <scp>COVID</scp> ‐19 pandemic school closures in
Switzerland.*International Journal of Psychology,*56(4), 566-
576. https://doi.org/10.1002/ijop.12728
The authors of this scholarly article wanted to know if there were educational gains when
you compared online learning to in-person learning. During the covid-19 pandemic more
than ¾ of the learning population was interrupted. This study examined data from
educational gains during the first 8 weeks of the school closures and the data from
educational gains during the 8 weeks prior to the pandemic school closures. More
specifically, the authors wanted to evaluate language and mathematics skills in children
Annotated Bibliography Sources 9-15 6
from Switzerland. The authors results showed that children in secondary schools had not
experienced much interruption in their learning gains during the pandemic school
closures. For children in primary school, it was a whole different story. Children in
primary school in Switzerland experienced slow downs in their education instead of gains
in educational learning. These results showed that in-person learning was better for some
children while distance education or online learning resulted in no educational gains for
some children. While online learning is a great alternative during certain situations, it
does affect students differently and some students may require additional assistance. This
article is important for my paper because it specifically is examining student learning
which does include reading performance.
Wyse,*A.*E., Stickney,*E.*M., Butz,*D., Beckler,*A., & Close,*C.*N. (2020). The potential impact
of COVID‐19 on student learning and how schools can respond.*Educational
Measurement: Issues and Practice,*39(3), 60-64.*https://doi.org/10.1111/emip.12357
This is an important article for my research paper because this scholarly journal article
focuses on the potential impact that the pandemic school closures would have on
educational learning of students. The first part of my paper will be composed of
predictions. The research on the impact of covid-19 on reading performance is a young
research topic since covid occurred not too long ago. This has resulted in a lot of initial
research published in 2020 which projected and predicted the effects that the school
closures would have on educational learning and whether students would still experience
educational growth or loss. This article was written in the fall of 2020 so it was predicting
the potential fallout of the covid-19 pandemic school closures and how it would affect
children’s learning. This article projected that students would experience educational
