The impact of computer–assisted technology on literacy acquisition during COVID-19-related school closures: Group–level effects and predictors of individual–level outcomes
Richter C, Siegelman N, Mahaffy K, Van Den Bunt M, Kearns D, Landi N, Sabatini J, Pugh K, Hoeft F. The impact of computer–assisted technology on literacy acquisition during COVID-19-related school closures: Group–level effects and predictors of individual–level outcomes. Frontiers In Psychology 2022, 13: 1001555. PMID: 36533015, PMCID: PMC9755674, DOI: 10.3389/fpsyg.2022.1001555.Peer-Reviewed Original ResearchEarly literacy skillsRegular school yearLetter-sound knowledgeSchool yearSchool closuresCOVID-19-related school closuresStandardized measuresSchool shutdownsLiteracy progressLiteracy skillsInstructional toolAcademic yearPerson instructionReading growthLiteracy acquisitionReading skillsReading developmentCOVID-19 pandemicRime awarenessInstructionProfile of childrenSkillsComputer-assisted technologyProgramChildren