Annotated Bibliography Sources 1-8 2
Topic: The Impact of the Covid-19 Pandemic on Children’s Reading Performance
Abumalloh, R. A., Asadi, S., Nilashi, M., Minaei-Bidgoli, B., Nayer, F. K., Samad, S., Mohd, S.,
& Ibrahim, O. (2021). The impact of coronavirus pandemic (COVID-19) on education:
The role of virtual and remote laboratories in education. Technology in Society, 67,
101728. https://doi.org/10.1016/j.techsoc.2021.101728
The authors of this article chose to focus their research on virtual and remote learning and
the benefits that students received during the covid-19 school closures. Data has shown
that over 91% of schools throughout the world closed during the covid-19 pandemic. This
equates to roughly 11 billion students in 191 countries being affected by school closures
during the covid-19 pandemic which started in the spring of 2020. To achieve the goal of
examining the benefits remote learning received, a survey was emailed to students at the
Abdulrahman Bin Faisal University. What was encouraging learners to study? Their
research found that social distancing was a positive factor in students switching to remote
learning and continuing remote learning into the fall of 2020. Motivations had to be in
place for children to be able to excel in virtual learning. Remote learning did offer several
services which were necessary for the educator and the students to be able to
communicate, such as email and online evaluations. This source adds to my resources
which touch on the impact of the covid-19 pandemic on education even though it does
not specifically address reading achievement.
Förster,@N., Forthmann,@B., Back,@M.@D., & Souvignier,@E. (2022). Effects of the COVID-19
pandemic on reading performance of second grade children in Germany.@Reading and
Writing,@36(2), 289-315.@https://doi.org/10.1007/s11145-022-10379-y
Much of the literature on the effects of the covid-19 pandemic on reading performance
Annotated Bibliography Sources 1-8 3
and students’ academic achievements is starting to trickle in. This journal article adds to
the existing literature by examining how the covid-19 pandemic affected the reading
performance of children in the second grade in Germany. To achieve this goal, the
authors utilized longitudinal assessments from more than 19,500 students and found that
the effects of the covid-19 pandemic on education have taken some time to occur.
Students in the first cohort during the pandemic performed better than students prior to
the beginning of the pandemic. The authors believed that reasons for this result could be
family members having the children complete more reading since they are spending more
time at home as well as completing more activities. This study did suggest that the
negative effects on reading performance were more than likely not short term, but more
research needs to be conducted to determine if that opinion is accurate. This article
directly relates to my topic and even compares their findings with those of other studies
that have occurred since the pandemic began in 2020.
Kuhfeld,@M., Soland,@J., Tarasawa,@B., Johnson,@A., Ruzek,@E., & Liu,@J. (2020). Projecting the
potential impact of COVID-19 school closures on academic achievement.@Educational
Researcher,@49(8), 549-565.@https://doi.org/10.3102/0013189x20965918
In this source the author’s main goal was to project what the effect of school closures due
to the covid-19 pandemic would have on the academic achievement of students. To
achieve this goal the author’s reviewed previous test scores from MAP assessments of 5
million students from 2017-2018 and 2018-2019 and compared them to summer break
learning patterns which usually constitute a 3-month break from school. Previous
research and literature have suggested that when student achievement is negatively
impacted the educator’s ability to adapt the instruction for all students is affected as well.
Annotated Bibliography Sources 1-8 4
With the projections that students would be substantially behind when they returned to
school in the fall of 2020, educators would have been able to better plan for additional
resources to assist the children who were struggling with reading. While my paper
focuses on the impact that the pandemic had on reading performance, this source
highlights reading but also mathematics.
Kuhfeld,@M., Lewis,@K., & Peltier,@T. (2022). Reading achievement declines during the COVID-
19 pandemic: Evidence from 5 million U.S. students in grades 3–8.@Reading and
Writing,@36(2), 245-261.@https://doi.org/10.1007/s11145-022-10345-8
This source directly relates to my topic of the impact of covid-19 school closures on the
reading performance of students. This scholarly journal article examined the reading test
scores of over 5 million students in the fall of 2021. The test scores came from the
NWEA Map Growth assessment tests. Mathematics testing was compiled after the covid
school closures began and there has been substantial research conducted but little
research had been conducted on reading performance. The research which had been
conducted in the fall of 2020 revealed mixed results. Students in grades 3-8 were
consistent with historic averages. The assessment testing from spring 2021 had shown
more substantial declines in reading achievement. Which students were affected by the
school closures due to the covid-19 pandemic? What support would these students
require to meet the necessary benchmarks? These are just a few of the gaps in literature
that this article touches on.
Magomedov,@I.@A., Khaliev,@M.@S., & Khubolov,@S.@M. (2020). The negative and positive impact
of the pandemic on education.@Journal of Physics: Conference Series,@1691(1),
012134.@https://doi.org/10.1088/1742-6596/1691/1/012134
Annotated Bibliography Sources 1-8 5
This journal article was published shortly after the covid-19 pandemic began. The covid-
19 pandemic had a profound effect on education. More families were choosing to
homeschool their children either by remote learning through their public school or by
means of regular homeschool instruction directly with their parent(s). This article focused
on the positive and negative impacts which the covid-19 pandemic had on education. A
negative effect would be how the pandemic affected the students and their learning, such
as reading performance. A positive effect would be the implementation of remote
learning and the new technologies which were created. Since my paper will focus on a
negative effect of covid-19 and this article does examine negative impacts, this article is
beneficial to me. With students being changed over to online learning this negatively
affected low-income families, some of whom did not own computers or have internet
services. These students did not see the reading performance gains which some other
students experienced.
Nevo,@E. (2023). The effect of the COVID-19 pandemic on low SES kindergarteners’ language
abilities.@Early Childhood Education Journal.@https://doi.org/10.1007/s10643-023-01444-
4
The purpose of this study was to evaluate two different groups of low economic
kindergarten students and their language abilities (reading and writing) and how the
covid-19 pandemic lockdowns on school effected their learning achievement. This study
consisted of 110 kindergarten students prior to covid-19 and 54 kindergarten students
during the covid-19 pandemic. Results showed that kindergarten students during the
pandemic achieved lower scores on morphological awareness which resulted in a
negative impact on the language abilities. This directly relates to my topic on the impact
Annotated Bibliography Sources 1-8 6
of the covid-19 pandemic on reading performance. Remote learning is challenging for
children in kindergarten according to the authors. At the kindergarten level it is essential
that the students’ parents be involved and supportive of their child. This can pose a
serious challenge for children who come from a low economic background. Their
parent(s) may lack the ability and/or resources necessary to assist their child.
Relyea,@J.@E., Rich,@P., Kim,@J.@S., & Gilbert,@J.@B. (2022). The COVID-19 impact on reading
achievement growth of grade 3–5 students in a U.S. urban school district: Variation
across student characteristics and instructional modalities.@Reading and Writing,@36(2),
317-346.@https://doi.org/10.1007/s11145-022-10387-y
This journal article examined the effect that the pandemic had on reading growth for
urban students in grades 3-5. Additionally, the study examined the demographic
characteristics of the students and instructional modality (how the class was conducted).
The goal was to determine the level of reading gains for the 2020-2021 academic year
compared to the 2018-2019 academic year. The study found that the reading gains in the
2020-2021 academic year resulted in a lower reading achievement when compared to that
of the 2018-2019 academic year prior to the covid-19 pandemic. The grade which
showed the lowest gains in reading achievement was that of 3rd graders as well as special
needs students and those living in high poverty. The two main types of instructional
modality which was examined were remote instruction and in-person instruction. This
study also found that students who were considered high achieving chose remote learning
and lower achieving students preferred in-person learning. The in-person students
exhibited continuous growth in their reading compared to those who chose remote
Annotated Bibliography Sources 1-8 7
learning. The remote learners actually showed signs of stagnation and decline in their
reading growth during the spring of 2021.
Skar, G. B., Graham, S., & Huebner, A. (2022). Learning loss during the COVID-19 pandemic
and the impact of emergency remote instruction on first grade students’ writing: A
natural experiment. Journal of Educational Psychology, 114(7), 1553-1566.
https://doi.org/10.1037/edu0000701
This scholarly article focused on emergency remote writing instruction during the covid-
19 pandemic and how remote learning affected the quality and fluency of handwriting in
first grade students in Norway. This relates to my topic of reading achievement because
children need to be able to read what they are writing. Children in Norway were able to
return to in-person instruction on April 28, 2020, so data was able to be retrieved quite
quickly compared to studies in the United States where students remained out of in-
person instruction into the fall of 2020. In May and June 2019 first graders handwriting
quality was assessed. In May and June 2020 first graders handwriting from the same
school was assessed utilizing the same writing measures as that of the 2019 assessment.
The purpose of this study was to determine how handwriting instruction via emergency
remote learning affected first graders in Norway. This study found that there was a
negative impact to the handwriting of first graders in Norway. The results were backed
by previous studies which show that over the summer break there is a decline in students
writing as well.
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