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¶

Claim · All claims
Evidence · 1 study · associational r3 · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Skar et al. (2022) found statistically significant lower scores for the During COVID-19 first-grade cohort on writing quality, handwriting fluency, and attitude toward writing. → 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

q2 · i? · associational · r3

The article reports, citing its own prior investigation of 1636 Before and 817 During COVID-19 first-graders, that the During cohort scored significantly lower after school and student covariates were controlled; effects were "most pronounced for writing quality and handwriting fluency".

"Skar et al. ( 2022)) found that the During COVID-19 cohort of first-grade Norwegian students had statistically significant lower scores on the three writing measures than the Before COVID-19 cohort of first-graders after variance due to school and student characteristics were controlled."

Discussion¶

Learner Variables¶

• Writing Skills — outcome: instruction changes it

Related Claims¶

• 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 — related
• The cohort covariate's contribution to explained variance in all three writing measures fell well below the small-effect threshold — related
• The COVID cohort scored significantly lower than the control cohort across the whole study duration — related