Assessing children's reading performance from first to fourth grade in the Guadalajara metropolitan area
Abstract
Concerns have arisen about the poor reading performance of children, especially after the confinement due to the COVID-19 lockdown period. This poor performance could significantly affect children's cognitive development and academic progress. It has been considered that if children fail to achieve basic reading and mathematics skills, achieving other educational goals will be challenging. This research evaluated 762 children from first to fourth grade in public elementary schools in Guadalajara metropolitan area, Mexico, to assess their reading performance, phonological awareness, and naming speed. The average reading speed of children in the four grades was within expected standards, but these results were based only on children who had already acquired reading skills. By the end of first grade, 39 % of children could barely identify a few letters, and another 8 % had a very low reading level; in later grades, more than 20 % could not read at all or were reading at a level that required support. Furthermore, the results in phonological awareness and naming speed tasks reflected that children's phonological processing skills were diminished compared to previous research findings. The possible factors contributing to children's poor reading performance are discussed, including the lack of adequate learning opportunities due to COVID-19 confinement and the impact of teaching methodologies used in public schools in the country.
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