According to a series of studies, the impact of Covid on literacy achievement is still being felt (Lewis & Kuhfeld, 2023). Average yearly reading achievement declined during the school years 2019-2020 and 2020-2021, but experienced a rebound in 2021-2022 so that students were achieving at the same or a slightly increased rate. However, results for the past school year 2022-2023 indicate that students in grades 4-8 are progressing at a reduced rate when compared with pre-Covid rates of achievement, with older students falling farther behind than younger ones. In fact, third graders showed an increase in gains of 4%. Their average rate of progress was 4% higher than that of a comparable pre-Covid group. In a year’s time, they advanced slightly more than a year. Fourth graders were just 1% behind. However, fifth grades experienced a loss of 8%, sixth graders, 19%, seventh graders, 16%, and eighth graders, 18%. Gaps for older students, which were already widened by Covid, have increased. The table shows the months of instruction needed to catch up to pre-Covid levels. On average, students need 4.1 months of added instruction.
Table: Months Required to Catch Up to Pre-Covid Levels
| Grade | Number of Months Required to Catch Up to Pre-Covid Levels |
| 3 | 2.1 |
| 4 | 2.3 |
| 5 | 2.9 |
| 6 | 4.0 |
| 7 | 5.9 |
| 8 | 7.4 |
Students in the early grades make progress in reading at a faster rate, whereas middle school students progress at a slower rate so they need more time. Accelerating progress is more challenging at the higher levels. What does it take to achieve a gain of four months in reading? High-dosage tutoring, which is defined as sessions being held at least three times a week for a full year results in gains of approximately 19 weeks. Summer school has the potential for achieving 5 weeks of gains. Increasing the amount of instruction also works. Providing double doses of instruction in math has resulted in gains of 10 weeks. Results for reading are still being investigated (Kane, 2022). Based on results so far, it is safe conclusion that long-term solutions for closing the literacy gap are needed. As Lewis and Kuhfeld (2023) noted, “The significant gaps in achievement that remain necessitate a sustained and comprehensive effort spread over several years. This longterm perspective emphasizes the importance of continuity, consistent investment, and comprehensive strategies that extend beyond immediate recovery initiatives” (p. 8).
References
Kane, T. (2022). Kids are far, far behind in school. The Atlantic. Retrieved from https://www.theatlantic.com/ideas/archive/2022/05/schools-learning-loss-remote-covid-education/629938/
Lewis, K. & Kuhfeld, M. (2023). Education’s long COVID: 2022–23 achievement data reveal stalled progress toward pandemic recovery. NWEA.