One year after emergency remote instruction, Norwegian second-graders showed no statistically significant differences from a pre-pandemic cohort in writing quality, handwriting fluency, or attitude toward writing¶
Claim · All claims
Evidence · 1 study · associationalr2·q3
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? By the end of second grade, the During COVID-19 cohort did not differ statistically significantly from the Before COVID-19 cohort on any of the three writing measures. → Skar 2023
Evidence¶
Skar 2023¶
Skar, G. B., Graham, S., & Huebener, A. (2023). The Long-Term Effects of the COVID-19 Pandemic on Children's Writing: a Follow-up Replication Study. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09729-1
q3 · i? · associational · r2
Multilevel comparison of 2309 Norwegian second-graders (1668 Before COVID-19, 641 During COVID-19) from 185 classrooms in 59 schools, tested May/June 2019 vs May/June 2021, controlling school and student covariates. The article reports "did not find statistically significant differences" on all three measures.
"Contrary to our prediction, we did not find statistically significant differences between the Before COVID-19 cohort and the During COVID-19 cohort on any of the three writing measures: writing quality, handwriting fluency, or attitude toward writing."
Discussion¶
Learner Variables¶
- Writing Skills — outcome: instruction changes it
Related Claims¶
- The cohort covariate's contribution to explained variance in all three writing measures fell well below the small-effect threshold — related
- In the prior first-grade study, the During COVID-19 cohort scored significantly lower than the Before COVID-19 cohort on all three writing measures immediately after remote instruction ended — 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 — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
covid-writing-losses-dissipated-by-second-grade |
title |
One year after emergency remote instruction, Norwegian second-graders showed no statistically significant differences from a pre-pandemic cohort in writing quality, handwriting fluency, or attitude toward writing |
description |
One year after emergency remote instruction, Norwegian second-graders showed no statistically significant differences from a pre-pandemic cohort in writing quality, handwriting fluency, or attitude toward writing |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2023 |
generated |
by process:wiki-ingest on 2026-10-22 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — skar-2023 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.