Analyses were conducted with second graders, drawn from an ongoing multi-cohort randomized controlled trial (RCT), who had been identified for RCT entry based on comorbid reading comprehension and word-problem solving difficulty. To estimate pandemic learning loss, we contrasted fall performance for 3 cohorts: fall of 2019 (pre-pandemic; n = 47), 2020 (early pandemic, when performance was affected by the truncated preceding school year; n = 35), and 2021 (later pandemic, when performance was affected by the truncated 2019 to 2020 school year plus the subsequent year's ongoing interruptions; n = 75). Across the 2 years, declines (standard deviations below expected growth) were approximately 3 times larger than those reported for the general population and for students in high-poverty schools. To estimate the promise of structured remote intervention for addressing such learning loss during extended school closures, we contrasted effects in the RCT's 2018 to 2019 cohort (entirely in-person intervention delivery; n = 66) against the same intervention's effects in the 2020 to 2021 cohort (alternating periods of remote and in-person delivery; n = 29). Large intervention effects were not moderated by pandemic status, suggesting potential for structured remote intervention to address student needs during extended school closures.

中文翻译：

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严重的流行病学习损失以及对患有阅读和数学学习困难的学生进行远程干预的承诺。


对来自正在进行的多队列随机对照试验 (RCT) 的二年级学生进行了分析，这些学生是根据共病阅读理解和解决单词问题的难度被确定参加 RCT 的。为了估计大流行期间的学习损失，我们比较了 3 个群体的秋季表现：2019 年秋季（大流行前；n = 47）、2020 年（大流行初期，当时的表现受到上一学年缩短的影响；n = 35）和 2021 年（后来发生大流行，表现受到 2019 至 2020 学年缩短以及随后一年持续中断的影响；n = 75）。两年来，下降幅度（低于预期增长的标准差）大约是普通人群和贫困学校学生报告下降幅度的 3 倍。为了评估结构化远程干预在学校长期停课期间解决此类学习损失的前景，我们将 2018 年至 2019 年随机对照试验队列（完全面对面的干预实施；n = 66）的效果与 2020 年至 2021 年相同干预措施的效果进行了对比队列（远程和面对面交付的交替周期；n = 29）。大规模干预效果并未因大流行状况而减弱，这表明在学校长期停课期间，结构化远程干预有可能满足学生的需求。