The COVID-affected cohort caught up to the control cohort in reading fluency one year after the pandemic¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The COVID cohort × lag3 interaction (β4) was positive and significant, indicating the affected cohort caught up to the control cohort by the end of grade four. → Kraus 2024

Evidence¶

Kraus 2024¶

Kraus, E. B., Wild, J., Schilcher, A., & Hilbert, S. (2024). Exploring the Short-Term and Long-Term Effects of the COVID-19 School Closures on Reading Fluency in Southern Germany: A Longitudinal Causal Effects Analysis. https://osf.io/bu2ad/

q3 · i? · causal · r2

Same DiD regression on the Bavarian longitudinal sample; Table 4 reports β4 = 2.18 (CI 0.14–4.21, p = .036) for the COVID cohort × lag3 interaction. The quote states the effect was "positive and significant"; no standardized effect size was printed.

"Yet, the effect for COVID cohort x lag3 (β4) was positive and significant. This means, that the COVID cohort caught up to the control cohort one year after the pandemic (end_4)."

Discussion¶

Related Claims¶

• COVID-19 third-grade school closures in Southern Germany showed no significant short-term or long-term effect on reading fluency — related
• Grade 4 cohorts affected by COVID-19 restrictions showed significant negative trends in verbal achievement for non-SEN and SEN-L-R students in all three domains, and for SEN-L-S students only in orthography — reports the opposite
• Significant achievement gaps between COVID-year students and pre-pandemic peers persisted at the end of 2022-23 — reports the opposite
• Students in The Netherlands lost on average 3.16 percentile points (0.08 SD) in achievement during the 8-week COVID-19 lockdown — related