Grade 4 pandemic learning conditions were significantly related to verbal achievement, with the teacher-rated functioning of distance learning relating more positively to achievement for non-SEN than SEN-L-S students¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r3 · q3
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Better technical equipment and space for undisturbed learning at home, fewer other children at home, better parental support, and more positively teacher-rated distance learning were associated with higher Grade 4 achievement in all verbal domains. → Rebecca Schneider 2025 q3 i? Significant negative interactions between student group (non-SEN vs. SEN-L-S) and teacher-rated functioning of distance learning emerged for reading and orthography. → Rebecca Schneider 2025 (2)

Evidence¶

Rebecca Schneider 2025¶

Rebecca Schneider, Sebastian Weirich, Poldi Kuhl, Stefan Schipolowski, Petra Stanat. (2025). COVID-19-related differences in students' verbal achievements: Comparisons of different cohorts of students with SEN based on large-scale assessment data from Germany. Learning and Instruction 100 (2025) 102228. https://doi.org/10.1016/j.learninstruc.2025.102228

q3 · i? · associational · r3

Multilevel regression of 2021 Grade 4 verbal achievement on pandemic learning conditions with background covariates (N = 24.854 as printed). The article reports that "better technical equipment and space for undisturbed learning at home was associated with higher achievement scores."

"Better technical equipment and space for undisturbed learning at home was associated with higher achievement scores in reading, listening, and orthography."

Rebecca Schneider 2025 (2)¶

Rebecca Schneider, Sebastian Weirich, Poldi Kuhl, Stefan Schipolowski, Petra Stanat. (2025). COVID-19-related differences in students' verbal achievements: Comparisons of different cohorts of students with SEN based on large-scale assessment data from Germany. Learning and Instruction 100 (2025) 102228. https://doi.org/10.1016/j.learninstruc.2025.102228

q3 · i? · associational · r3

Interaction terms in the Grade 4 multilevel regressions. The article reports "significant negative interaction effects of student group (non-SEN vs. SEN-L-S) and learning conditions" only for teacher-rated distance learning in reading and orthography.

"Significant negative interaction effects of student group (non-SEN vs. SEN-L-S) and learning conditions (Table 5) only emerged for the teacher-rated functioning of distance learning in reading and orthography."

Discussion¶

Related Claims¶

• During the pandemic, Grade 4 students with SEN-L experienced less favorable home learning environments and lower parental support than non-SEN students, while Grade 9 group differences were largely non-significant — related
• In Grade 9, fewer problems during distance learning were associated with better verbal achievement, summer school attendance was associated with lower reading and listening achievement, and learning-condition relations did not differ between student groups — related
• The article concludes the negative cohort trends are likely in part attributable to pandemic-related schooling restrictions, while acknowledging attribution cannot be fully confirmed — 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