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<p>This study investigated literacy achievement gaps among primary school children in Beijing during the COVID-19 pandemic and 1 year after school reopened, using cross-sectional and longitudinal data. It also examined the longitudinal predictors of literacy achievement during the pandemic and 1 year after school reopened. First, three cohorts (<i>N</i> = 411, ages 6.21–13.00) were tested before (2016–2017 and 2018–2019 cohorts) and during the pandemic (2020–2021 cohort). Second, 124 children from the 2020–2021 cohort were assessed after school reopened to examine the persistence of the literacy achievement gap. Third, these 124 children from the 2020–2021 cohort were also assessed before the pandemic. These three testing points provided data to investigate the longitudinal predictors of literacy achievement during the pandemic and 1 year after school reopened. The literacy achievement was measured holistically, including children’s pinyin knowledge, character and word recognition, as well as sentence and short-passage comprehension. Results indicated that the literacy achievement gap by parental education level widened significantly during the pandemic (<i>p</i> &lt; 0.05, <i>η</i><sub><i>p</i></sub><sup>2</sup> = 0.052) and persisted even 1 year after school reopened (<i>p</i> &lt; 0.05, <i>η</i><sub><i>p</i></sub><sup>2</sup> = 0.042). Prepandemic poor parental monitoring directly predicted literacy achievement during the pandemic (<i>p</i> &lt; 0.001, <i>β</i> = −0.26). Furthermore, literacy achievement before (<i>p</i> &lt; 0.001, <i>β</i> = 0.37) and during the pandemic (<i>p</i> &lt; 0.001, <i>β</i> = 0.43) consistently emerged as the strongest predictors of later literacy achievement. Overall, the findings suggest that the pandemic may exacerbate educational inequality, with gaps likely to persist over time. Parental monitoring and prior literacy achievement played significant roles in predicting children’s subsequent literacy achievement. The findings contribute to a deeper understanding of children’s literacy achievement during and after the COVID-19 pandemic, informing future educational policy and practice.</p>

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Gaps and predictors of literacy achievement in primary school children during and after the COVID-19 pandemic

  • 期刊论文

  • 发表日期：

    2025年10月13日

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  • Ningyu Liu,
  • Rui Chen,
  • Gai Zhao,
  • Haoran Guan,
  • Jing Lu,
  • Sha Tao

摘要

This study investigated literacy achievement gaps among primary school children in Beijing during the COVID-19 pandemic and 1 year after school reopened, using cross-sectional and longitudinal data. It also examined the longitudinal predictors of literacy achievement during the pandemic and 1 year after school reopened. First, three cohorts (N = 411, ages 6.21–13.00) were tested before (2016–2017 and 2018–2019 cohorts) and during the pandemic (2020–2021 cohort). Second, 124 children from the 2020–2021 cohort were assessed after school reopened to examine the persistence of the literacy achievement gap. Third, these 124 children from the 2020–2021 cohort were also assessed before the pandemic. These three testing points provided data to investigate the longitudinal predictors of literacy achievement during the pandemic and 1 year after school reopened. The literacy achievement was measured holistically, including children’s pinyin knowledge, character and word recognition, as well as sentence and short-passage comprehension. Results indicated that the literacy achievement gap by parental education level widened significantly during the pandemic (p < 0.05, ηp2 = 0.052) and persisted even 1 year after school reopened (p < 0.05, ηp2 = 0.042). Prepandemic poor parental monitoring directly predicted literacy achievement during the pandemic (p < 0.001, β = −0.26). Furthermore, literacy achievement before (p < 0.001, β = 0.37) and during the pandemic (p < 0.001, β = 0.43) consistently emerged as the strongest predictors of later literacy achievement. Overall, the findings suggest that the pandemic may exacerbate educational inequality, with gaps likely to persist over time. Parental monitoring and prior literacy achievement played significant roles in predicting children’s subsequent literacy achievement. The findings contribute to a deeper understanding of children’s literacy achievement during and after the COVID-19 pandemic, informing future educational policy and practice.