Exploring the Relationship Between Extended School Closures During the COVID-19 Pandemic and Grade 9 Students&#039; Reading Comprehension Proficiency

Jenelyn  Caisip,

Exploring the Relationship Between Extended School Closures During the COVID-19 Pandemic and Grade 9 Students' Reading Comprehension Proficiency

Discipline: Education

Abstract:

This study aimed to explore the relationship between extended school closures during the COVID-19 pandemic and grade 9 students' reading comprehension proficiency at Morong National High School. A pre-test was conducted among seven hundred eighteen (718) Grade 9 students enrolled in the current school year. The Pretest captured data that identified their reading comprehension proficiency. The data collected were analyzed using paired t-tests or repeated-measures ANOVA, to compare the pre-test and post-test reading comprehension scores within the same group of students. This analysis will determine if there are significant improvements or declines in reading comprehension proficiency during the extended school closures. The results revealed a drastic increase in the number of students experiencing frustration with reading comprehension. It suggests that the pandemic and the changes in educational settings like remote learning, and disrupted routines may have negatively impacted students' reading comprehension proficiency. The shift to online learning, the potential lack of access to resources, and changes in the learning environment could have contributed to this decline in reading comprehension. Overall, this study provides insights into the significant increase in the number of students struggling with reading comprehension which implies a potential learning loss during the pandemic. These results highlight the urgent need for intervention and support in improving reading comprehension. Regularly monitoring students' academic progress by both teachers and parents, as well as proper assessments can help educators identify struggling students and implement timely interventions to support their learning needs. This study contributes to the existing literature and highlights the importance of teachers regularly assessing students' reading comprehension progress as a vital factor in promoting reading proficiency. Ongoing assessment allows teachers to tailor instruction, provide timely feedback, and implement targeted interventions, ultimately supporting students' growth as proficient readers. By using evidence-based assessment practices, teachers can play a pivotal role in fostering students' reading comprehension development and academic success.

References:

Baker, L., Scher, D., & Mackler, K. (1997). Home and family influences on motivations for reading. Educational Psychologist, 32(2), 69-82.
Cain, K., & Oakhill, J. (2011). Matthew effects in young readers: Reading comprehension and reading experience aid vocabulary development. Journal of Learning Disabilities, 44(5), 431-443.
Chiu, M. M., & McBride-Chang, C. (2006). Gender, context, and reading: A comparison of students in 43 countries. Scientific Studies of Reading, 10(4), 331-362.
Denton, C. A., & Mathes, P. G. (2003). Intervention for struggling readers: Possibilities and challenges. In B. R. Foorman (Ed.), Preventing and remediating reading difficulties (pp. 399-424). York Press.
Echarri-Churrel, F., Castejón-Oliva, F. J., & Serrano-Pastor, F. J. (2021). The effects of COVID-19 on education: A living systematic review of remote learning on students' academic performance. Sustainability, 13(8), 4539.
Elbaum, B., Vaughn, S., Hughes, M. T., & Moody, S. W. (2000). How effective are one-to-one tutoring programs in reading for elementary students at risk for reading failure? A meta-analysis of the intervention research. Journal of Educational Psychology, 92(4), 605-619.
Hudson, R. F., Lane, K. L., & Pullen, P. C. (2005). Reading fluency assessment and instruction: What, why, and how? The Reading Teacher, 58(702-704)
Morrow, L. M., & Schickedanz, J. A. (Eds.). (2006). Family literacy: Connections in schools and communities. International Reading Association.
National Assessment Governing Board. (2009). Reading Framework for the 2009 National Assessment of Educational Progress.
Slavin, R. E. (1995). Cooperative learning: Theory, research, and practice. Boston: Allyn & Bacon.
Tian, H., Wang, X., & Tian, S. (2021). Effect of Online Learning on the Reading Comprehension of Middle School Students during the COVID-19 Epidemic. Frontiers in Psychology, 11, 606415.