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

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 or...

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Autor principal:	Almut E. Thomas
Formato:	article
Lenguaje:	EN
Publicado:	Frontiers Media S.A. 2021
Materias:	reading comprehension self-determination theory (SDT) COVID-19 elementary school achievement Education (General) L7-991
Acceso en línea:	https://doaj.org/article/032960a6d52844738d16800bdecba68a
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spelling	oai:doaj.org-article:032960a6d52844738d16800bdecba68a2021-12-01T23:28:08ZFirst and Second Graders’ Reading Motivation and Reading Comprehension Were Not Adversely Affected by Distance Learning During COVID-192504-284X10.3389/feduc.2021.780613https://doaj.org/article/032960a6d52844738d16800bdecba68a2021-12-01T00:00:00Zhttps://www.frontiersin.org/articles/10.3389/feduc.2021.780613/fullhttps://doaj.org/toc/2504-284XMany 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.Almut E. ThomasFrontiers Media S.A.articlereading comprehensionself-determination theory (SDT)COVID-19elementary schoolachievementEducation (General)L7-991ENFrontiers in Education, Vol 6 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	reading comprehension self-determination theory (SDT) COVID-19 elementary school achievement Education (General) L7-991
spellingShingle	reading comprehension self-determination theory (SDT) COVID-19 elementary school achievement Education (General) L7-991 Almut E. Thomas First and Second Graders’ Reading Motivation and Reading Comprehension Were Not Adversely Affected by Distance Learning During COVID-19
description	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.
format	article
author	Almut E. Thomas
author_facet	Almut E. Thomas
author_sort	Almut E. Thomas
title	First and Second Graders’ Reading Motivation and Reading Comprehension Were Not Adversely Affected by Distance Learning During COVID-19
title_short	First and Second Graders’ Reading Motivation and Reading Comprehension Were Not Adversely Affected by Distance Learning During COVID-19
title_full	First and Second Graders’ Reading Motivation and Reading Comprehension Were Not Adversely Affected by Distance Learning During COVID-19
title_fullStr	First and Second Graders’ Reading Motivation and Reading Comprehension Were Not Adversely Affected by Distance Learning During COVID-19
title_full_unstemmed	First and Second Graders’ Reading Motivation and Reading Comprehension Were Not Adversely Affected by Distance Learning During COVID-19
title_sort	first and second graders’ reading motivation and reading comprehension were not adversely affected by distance learning during covid-19
publisher	Frontiers Media S.A.
publishDate	2021
url	https://doaj.org/article/032960a6d52844738d16800bdecba68a
work_keys_str_mv	AT almutethomas firstandsecondgradersreadingmotivationandreadingcomprehensionwerenotadverselyaffectedbydistancelearningduringcovid19
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First and Second Graders’ Reading Motivation and Reading Comprehension Were Not Adversely Affected by Distance Learning During COVID-19

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