State-Funded Pre-K and Children’s Language and Literacy Development: The Case of COVID-19

ABSTRACT: Research on how COVID-19 school closures impacted the learning of young children is still sparse, and the broader implications of these findings have yet to be fully explored. In this study, we examine the impacts of COVID-19 school closures on language and literacy development in a state-funded pre-K program in a Florida school district. Using COVID closures as a natural experiment, we additionally explore the implications of these findings for the literature on the efficacy and dosage of state-funded pre-K programs. We used propensity score matching to compare children from the COVID cohort (n = 1,211) to children from a pre-COVID cohort (n = 1,167). Results revealed no significant difference on the Florida Kindergarten Readiness Screener (FLKRS) assessment between the two cohorts at kin

SUBMITTER: Hadley E 

PROVIDER: S-EPMC10261961 | biostudies-literature | 2023 Jun

REPOSITORIES: biostudies-literature