Based on data from three national assessments, there has been an overall Covid induced decline in students’ reading achievement. On the Star Early Literacy and Star Reading Scale, students’ scores decline by 4 percentile points, which is equivalent to about seven weeks of learning (Renaissance Learning, 2021). However, for Black, Latinx, and American Indian or Alaska Native students, growth declined by 6 percentile points. Students with disabilities also scored 6 points below prePandemic levels. About 29 % of students were designated as needing additional support. Before the Pandemic, about 25% of students would have been so classified. There was a decline of 5 to 6 percentile points in grades 3-5 based on the results of the NEA MAP reading tests (Lewis, Kuhfeld, Ruzek, & McEachin, 2021). Results of the i-Ready Diagnostic also indicated a drop in reading achievement (Curriculum Associates, 2021). According to test results, fewer students are reading on grade level. The steepest drop was in grades and 1, 2, and 3, in which there were 13, 11, and 7 percent fewer students reading on grade level than in prePandemic times. The number of students reading two or more grades below level also increased. In grade 3, for instance, 18% of students were reading two or more years below grade level as compared to 12 % in prePandemic years. Percentages for grades 4 and 5 are 17 and 27. Percentages are higher for Black and Latinx students and students living in low-income areas.
The three assessments provide a unique set of data. Because they are adaptive, they provide more valid and reliable data on students reading below grade level than do most state and other standardized test. The typical standardized test is written at grade level, with maybe a passage or two below grade level and some passages above grade level (Gunning, 2018). This works fine for average students. However, the typical standardized test fails to adequately assess students reading significantly below grade level. For instance, a fifth grader reading on a third-grade level would struggle to respond to many of the items on a grade-level assessment. A fifth grader reading on a second- grade level would find the test overwhelming and would probably not be able to respond to any of the test’s items. Adaptive tests adjust to the students’ reading levels. If the students are getting items wrong, it presents easier items. If getting items correct, the test taker is give more advanced items. Assuming that the adaptive test has a sufficient range of items, students at all levels are provided with the appropriate level of items. Given the data from the three national assessments, especially the statistics from iReady Diagnostic, which indicates that a significant percentage of students are reading two or more years below grade level, it is obvious that assessments should be adaptive.
Implications for Instruction
Based on the data from the adaptive tests, there has been an overall drop in reading achievement of about 4-5 percentiles points, which translates into 7-8 weeks of schooling. However, Black, Latinx, students living in poverty, and students with disabilities experienced a sharper decline. Given a well-planned program and steps taken to accelerate learning, the majority of students should catch up. However, the number of students reading well below grade has increased significantly. These students will need more intensive and more extensive instruction. They will benefit from instruction that is adaptive.
Adaptive Instruction
Just as literacy assessments should be adaptive, so, too, should instruction. Instruction should meet students’ where they are and move them forward, with the ultimate goal of being on grade-level or close to it. Given the interruption to learning and the resulting missed learning opportunities, instruction needs to be differentiated and include a wider range of reading levels and increased provision for students reading below grade level. The impact of Covid on literacy development will vary widely depending on students’ circumstances. Students who took part in well-planned and well-executed in-school, hybrid, or remote programs and who had parents who provided extensive support will be minimally impacted. Students who weren’t fortunate enough to have been in an effective planned program or whose parents were unable to supply sufficient support will need maximum assistance.
Adaptive reading instruction includes finding out where students; creating or adapting a program for moving them forward; obtain interesting, culturally relevant materials on the appropriate level; monitoring their progress and making adjustments as needed and providing for their social and emotion development, which has been under increased stress during these trying times. These are generalities, but specifics will follow in future articles and posts.
References
Gunning, T. (2018, May). Using the readability and task demand characteristics of high stakes tests to guide classroom instruction. Paper presented at the International Literacy Association Convention, Austin, TX.
Curriculum Associates (2021). Academic achievement at the end of the 2020–2021 school year: Insights after more than a year of disrupted teaching and learning. North Billerica, MA: Author. s
Lewis, K., Kuhfeld, M., Ruzek, E., McEachin, A. (2021). Learning during COVID-19: Reading and math achievement in the 2020-21 school year. Portland, OR: NWEA
Renaissance Learning (2021). How kids are performing: Tracking the school-year impact of covid-19 on reading and mathematics achievement. Minneapolis, MN: Author.