The Negative Impact of COVID
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The Negative Impact of COVID-19 on Children's Reading Levels
Meryeha Harden
Bryant & Stratton College
ENGL 202 – Research and Writing
December 9, 2023
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The Negative Impact of COVID-19 on Children's Reading Levels
In March 2020, the World Health Organization (WHO) declared that COVID-19 was a global health concern. The COVID-19 pandemic had many consequences, disrupting various areas of daily life. Specifically, the pandemic caused widespread concerns about education and the reading proficiency of young children. There are multiple viewpoints regarding how the pandemic influenced children's reading abilities, including educational challenges, learning loss, long-term consequences, and educational inequality. Furthermore, there were broader societal implications that impacted businesses and career trajectories. Ultimately, the adverse effects of COVID-19 on children's reading proficiency represent a critical concern with extensive repercussions for education, societal dynamics, and individual well-being.
Importance of Topic
The impact of COVID-19 on children's reading levels is of significant interest to various societal stakeholders, including educators, parents, policymakers, healthcare professionals, and the business community. According to Minkos and Gelbar (2021), educators are at the forefront of addressing pandemic-related consequences. They had to adopt various teaching methods and implement strategies to support students. Parents had expressed concerns about the adverse effects on reading levels. They were seeking guidance to support their children's learning at home. Policymakers had to understand and address the broader societal implications, emphasizing the importance of developing effective interventions. Healthcare professionals acknowledge the link between physical and mental health and educational outcomes, focusing on
holistic well-being (Bartek et al., 2021). Employers were concerned about the potential decrease in reading levels as they recognized its impact on the future workforce's skills and overall
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economic productivity. This was an issue that various entities and industries were concerned about because of the ramifications that it would have on the future of society.
Educational Challenges and Learning Loss
One viewpoint recognizes the extensive educational challenges children face during school closures. According to Bao et al. (2020), remote learning and limited access to resources resulted in children's learning loss and decreased reading proficiency. The global impact was extensive, with over 1.5 billion students experiencing school closures and significantly declining reading levels. Bao et al. (2020) claim that there was a 66% decrease in reading proficiency for elementary students. The researchers attribute this decline to factors such as parents' inability to provide the same educational support children typically receive through in-person interactions with teachers. Consequently, the profound impact of school closures is evident in young children's diminished reading scores and grades.
Long-Term Consequences and Educational Inequality
The second perspective highlights the prolonged impact of recurrent school closures on reading competencies, as highlighted by Schult et al. (2022). This standpoint suggests that the pandemic has magnified existing educational disparities, particularly affecting children from marginalized communities. Children in impoverished areas already face challenges in reading due to a lack of resources, environmental factors, and various social determinants. Throughout the pandemic, the reading levels of these children declined significantly lower than their wealthier peers (Morgan, 2022). The absence of adequate technology at home and limited assistance from adults further worsened the situation for low-income students.
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Additionally, older students lost the daily habit of reading. According to Morgan (2022), low-income families lack essential tools such as cell phones, Wi-Fi, and computers for children to complete schoolwork. The study from Morgan (2022) claimed that 25 percent of families earning below $30,000 did not have access to a computer at home, while only 4% of those from households earning more than $75,000 faced a similar limitation. In addition, the families in wealthier homes could properly educate and guide their children. They were more involved in their reading habits. While the pandemic impacted everyone, the existing inequality gap widened, causing students in low-income environments to fall further behind. The overarching concern is that these disparities may extend their consequences throughout society, perpetuating inequality and impeding social and economic progress.
Interest to Society
Understanding the implications of the pandemic on children's reading proficiency holds significance for educators, policymakers, and parents. The collective concern is bridging learning
gaps and devising strategies to reduce the consequences of disrupted education. Moreover, it highlights the broader societal challenges that impede children's learning capabilities. Issues such
as income inequality, the availability of affordable housing, wage disparities, impoverished communities, marital status, two-parent households, and parents' educational levels can significantly impact children's ability to read. These concerns, exacerbated during the pandemic, need to be addressed. Addressing these societal issues is essential for creating an environment that supports every child's learning journey and ensures equitable access to educational resources, particularly during disruption.
Business and Career Implications
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Businesses and future employers are directly affected by the educational outcomes of the current generation. A workforce with diverse and well-developed skills is essential for economic growth. The negative impact on children's reading levels may translate into a future workforce with reduced literacy skills, impacting productivity and innovation.
In my role as an educator, it is crucial to recognize and confront these challenges. Educators bear the weight of demanding responsibilities in imparting knowledge to their students. The complexity of their roles increases when unforeseen circumstances like the COVID-19 pandemic hinder their ability to engage with students in person. The prevalence of low literacy rates and diminished reading levels among students requires teachers to revisit lessons and can delay the teaching and learning process. Additionally, teachers may be forced to adapt their teaching styles and invest more significant efforts to enhance their students' reading proficiency.
Reflecting on personal experiences, one can see how getting a good education is essential
for making their lives and the lives of others better. Knowing about the difficulties brought by the pandemic helps teachers, policymakers, families, and other groups make better choices in dealing with these problems to enhance society. A disaster, such as the pandemic, can drastically affect the world's future, hindering children's ability to learn, grow, and develop. Hampered reading levels in children can adversely affect the workforce, the economy, and the structure of society. Recognizing this issue and prioritizing children's education regardless of the circumstances is important.
Preferred Point of View
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Although both viewpoints hold merit, the second perspective of the long-term outcomes and educational inequality is preferred. This viewpoint recognizes the wider societal repercussions and advocates for measures to tackle disparities and foster inclusive educational approaches. It is unjust that children in economically disadvantaged communities will endure ongoing challenges or face elevated risks because of their living situations. These children are already susceptible due to their environmental circumstances. According to Goldstein (2022), poor readers are more likely to drop out of high school, earn less money as adults and become involved in the criminal justice system.
The impact of the pandemic has been evident in older children. Many of them still require
assistance with reading because they were set back during the pandemic. According to a study conducted by the School of Education and Human Development (2020), early reading skills reached a 20-year low during the pandemic, particularly in economically disadvantaged communities. Poverty and the shift to remote learning had a notable effect on students in Title I districts, with a particular impact on African American communities. Tonness and Lurye (2022) assert that 60 percent of Black students experienced an average loss of 2.29 years of schooling after the pandemic. These inequalities are a major concern for society. Policymakers must take measures to ensure that children of all demographics can continue to learn to read and have the resources available to them. Furthermore, the educational system must better prepare teachers and schools and provide adequate resources so that no child is left behind.
Conclusion
In conclusion, the global impact of the COVID-19 pandemic on children's reading levels has raised significant concerns, with two distinct perspectives highlighting immediate
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educational challenges and long-term consequences. Understanding these implications is crucial for bridging learning gaps and addressing broader societal challenges that impact children's learning capabilities.
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References
Bao, X., Qu, H., Zhang, R., & Hogan, T. P. (2020). Modeling reading ability gain in kindergarten
children during COVID-19 school closures. International Journal of Environmental Research and Public Health, 17
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ttps://doi.org/10.3390/ijerph17176371
Bartek, N., Peck, J. L., Garzon, D., & VanCleve, S. (2021). Addressing the clinical impact of COVID-19 on pediatric mental health. Journal of Pediatric Health Care, 35
(4), 377-386. d
oi:
10.1016/j.pedhc.2021.03.006
Goldstein, D. (2022). It’s alarming: Children are severely behind in reading. The New York Times
. https://www.nytimes.com/2022/03/08/us/pandemic-schools-reading-crisis.html
Minkos, M., L., & Gelbar, N. W. (2021). Considerations for educators in supporting student learning in the midst of COVID‐19. Psychology School, 58
(2), 416-426. doi:
10.1002/pits.22454
Morgan, H. (2022). Alleviating the challenges with remote learning during a pandemic. Educational Science, 12
(2), 109. https://doi.org/10.3390/educsci12020109
School of Education and Human Development. (2021). Examining the impact of COVID-19 on the identification of at-risk students: Fall 2021 literacy screenings findings
. University of Virginia.
https://literacy.virginia.edu/sites/g/files/
Schult, J., Mahler, N., Fauth, B., & Lindner, M. A. (2022The long-term consequences of repeated
school closures during the COVID-19 pandemic for reading and mathematics competencies. Frontiers in Education, 7
(1).
https://doi.org/10.3389/feduc.2022.867316
Toness, B. V., & Lurye, S. (2022). COVID-19 pandemic massively set back learning, especially for high-poverty areas. PBS
. https://www.pbs.org/newshour/education/