The effect of COVID on Oral Reading Fluency during the 2020–2021 Academic Year
Principal Investigator(s): View help for Principal Investigator(s) Ben Domingue, Stanford University
Version: View help for Version V1
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Project Citation:
Domingue, Ben. The effect of COVID on Oral Reading Fluency during the 2020–2021 Academic Year. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2022-06-20. https://doi.org/10.3886/E173001V1
Project Description
Summary:
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Education has faced unprecedented disruption during the COVID pandemic. Understanding how students have adapted as we have entered a different phase of the pandemic and some communities have returned to more typical schooling will inform a suite of policy interventions and subsequent research. We use data from an oral reading fluency assessment---a rapid assessment taking only a few minutes that measures a fundamental reading skill---to examine COVID’s effects on children’s reading ability during the pandemic. We find that students in the first 200 days of the 2020--2021 school year tended to experience slower growth in ORF relative to pre-pandemic years. We also observed slower growth in districts with a high percentage of English language learners (ELLs) and/or students eligible for free and reduced-price lunch (FRL). These findings offer valuable insight into the effect of COVID on one of the most fundamental skills taught to children.
Funding Sources:
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Jacobs Foundation;
Institute of Education Sciences (R305B140009)
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