Rosendo Daniela, Pereira Armanda, Moreira Tânia, Núñez José Carlos, Martins Joana, Fróis Sílvia, Paupério Conceição, Rosário Pedro
Department of Applied Psychology, Psychology Research Center, School of Psychology, University of Minho, 4710-057 Braga, Portugal.
Department of Education and Psychology, School of Human and Social Sciences, University of Trás-os-Montes and Alto Douro, 5000-801 Vila Real, Portugal.
Children (Basel). 2023 Jan 11;10(1):143. doi: 10.3390/children10010143.
The development of reading skills foresees fluency in reading. Prior research has shown that during periods of absence from school, students are prone to showing setbacks in their learning. However, the literature presents mixed findings, possibly explained by the families' socioeconomic statuses. The present study aims to analyze fluctuations in learning acquisition, specifically in reading fluency, during the pandemic, when all students were absent from school for several months. Data were collected in two waves. The present study combines quantitative and qualitative data with an explanatory sequential approach. Participants were 52 3rd-graders and their teachers. The latter were enrolled in two-member check sessions. Statistically significant differences in speed (lower than expected) and prosody (higher than expected) were found between the two sessions. Considering ASE support (financial support for low-income families from the Portuguese government), data indicate that students benefiting from this support showed performances in accuracy and speed below the expected. Prosody scores were above the expected at both sessions. Findings may provide relevant insights to further understand fluctuations in students' reading fluency during long periods of absence from school; for example, data could help prevent learning setbacks due to summer vacations.
阅读技能的发展预示着阅读的流畅性。先前的研究表明，在缺课期间，学生容易出现学习上的挫折。然而，文献呈现出的结果不一，这可能是由家庭的社会经济地位所解释的。本研究旨在分析在疫情期间所有学生都缺课数月时学习获取情况的波动，特别是阅读流畅性方面的波动。数据分两波收集。本研究采用解释性序列法将定量和定性数据结合起来。参与者是52名三年级学生及其教师。后者参加了两人一组的检查环节。在两个环节之间发现了速度（低于预期）和韵律（高于预期）方面具有统计学意义的差异。考虑到ASE支持（葡萄牙政府对低收入家庭的财政支持），数据表明受益于这种支持的学生在准确性和速度方面的表现低于预期。两个环节的韵律得分均高于预期。研究结果可能为进一步理解学生在长时间缺课期间阅读流畅性的波动提供相关见解；例如，数据有助于防止因暑假导致的学习挫折。
