Post Pandemic Child Literacy Statistics

Roughly four years have passed (as of writing this article) since the outbreak of the COVID-19 pandemic and its effects on the global economy.

Part of this economic outlook that was put on the backburner in favour of other socioeconomic issues is that of literacy in education.

Thanks to lost school time and a lack of funding (amongst other factors), many learners have either fallen behind or dropped out of primary education entirely.

Our team had a look at the ripple effects of the pandemic and what can be gleaned from the current educational landscape in the United States and further afield.

Support for English Language Learners Dwindling

The pandemic exacerbated existing challenges faced by English Language Learners (ELLs). With schools shifting to remote or hybrid learning models, many ELLs struggled to receive the support they needed to continue developing their language skills.

• • According to The State Education Standard, roughly 10 percent of U.S. school children are formally identified as ELs, meaning that they require instructional supports to learn English and help them access state educational standards in English language arts, math, science, and other content areas.
    

One of the key factors in the decline of support for ELLs was the sudden transition to online learning. According to a report from the National Center for Education Statistics (NCES), ELLs were less likely than their peers to have daily access to remote learning opportunities, particularly in the early stages of the pandemic.

Many families lacked access to the necessary technology or had limited English proficiency, making it difficult to navigate online platforms and resources.

• • Only about 50% of states require course taking or professional development for general classroom teachers to support English Language instruction, according to the National Center for Education Statistics.
    
    

Additionally, the focus on standardized testing and curriculum-centered approaches during the pandemic meant that specialized language support programs and resources often fell by the wayside.

This shift not only impacted ELLs' literacy skills but also led to decreased engagement and motivation. Research shows that consistent interaction with competent educators and peers is vital for language acquisition, and the isolation experienced during remote learning hindered these crucial interactions.

Insights on Literacy Decline Globally

Data from various educational studies published post-pandemic paints a sobering picture of child literacy rates across the globe.

• • According to a report released by the World Bank, nearly 100 million additional children fell below the minimum reading proficiency level due to disruptions caused by COVID-19.
    
    
  • In the United States, the National Assessment of Educational Progress (NAEP) reported a significant decline in fourth-grade reading scores, dropping by three points between 2019 and 2022, the largest decrease since 1990.
    
    
  • The assessment also revealed that approximately 38% of fourth graders tested below the 'basic' reading level—a stark increase from 30% in previous years.

This decline raises concerns not only about immediate literacy outcomes but also about the long-term implications for educational achievement and economic vitality.

Research by the Brookings Institution indicates that students from low-income backgrounds experienced steeper declines in literacy than their wealthier counterparts.

• • By Autumn 2022, it was found in this study that students in economically disadvantaged areas were, on average, five months behind in reading proficiency compared to pre-pandemic levels, showcasing the widening educational gaps that have emerged.

Student Performance as a Result of Remote Learning

The abrupt shift to remote learning during the pandemic created considerable challenges, particularly for students with limited access to technology and reliable internet.

Many low-income families faced barriers that inhibited student participation in online classes, leading to reduced instructional time and less engagement with reading activities.

A study conducted in New Zealand revealed interesting results as this is a country that experienced one of the strictest lockdowns globally between April and May of 2020. However, they also had better technological infrastructure to deal with remote learning demands.

• • 74.5% of students agreed that it was more difficult to focus on their studies, according to a publication by the Journal of Open, Flexible and Distance Learning. Although, this was statistically significant among students who had high ability to pay for their studies.
    
    
  • Despite adequate infrastructure, only 53.5% of students reported often or always having access to a quiet place to study.
    
    
  • The emotional impact of remote work also took a toll with reports of high levels of negative emotions including often or always feeling frustrated (66.1%), anxious (64.5%), or bored (46.3%).

The Digital Access Divide

The digital access divide refers to the gap between individuals and communities that have access to reliable internet, digital devices, and the skills to use them, and those who do not.

This divide disproportionately affects marginalized groups, such as low-income households, rural areas, and certain ethnic minorities, limiting their ability to participate fully in the digital economy, access educational resources, or benefit from online services.

• • According to the Progress in International Reading Literacy Study, 81% of Grade 4 Learners in South Africa could not read for meaning.
    
    
  • More than 40 per cent of South African households surveyed by UNICEF in 2023 have no books at home.

The COVID-19 pandemic highlighted the severity of the digital divide, as remote learning and work became essential, leaving those without access at a significant disadvantage.

In order to make up for lost time and achieve more equality between learners on a global scale, we need to investigate these learnings and implement more resources and structures to support the process.

Supporting Teacher Digital Literacy: A Case Study

A study published for the 2022 International Conference on Decision Aid Sciences and Applications focused on the duality between teacher support and learner success in Islamic Public Senior High School (MAN) in Palembang, Sumatra.

When it comes to digital literacy, having a grasp of how to to use technology effectively for learning is key to not only academic success but being equipped with the foundational skills needed for life outside the classroom. 

After the pandemic, we can see many educators debating what digital literacy tools are best for supporting learners and, what in fact, constitutes as a high level of digital literacy.

• • The study showed that 92% of educators studied had a good mastery of technology, based on their ability to use it in teaching scenarios.
    
    
  • Despite this, 96% of teachers mentioned that they face a limitation on the use of technology. This could be due to a desire to do more with the educational material than is currently available to them through school or private resources.
    
    
  • Following this point, 93% of teachers agreed that the implications of digital literacy were highly dependent on the availability of materials. This is support by our discussion of the digital divide and how this affects learners' ability to access learning materials and connect with educators effectively online.

To further understand the data analysed in this study, we can view an extract from the discussion of the study:

The usage of technology in the learning process will have positive and negative impacts. The raising of digital technology significantly maximized teachers' competence. Teachers must adjust to the times by utilizing digital media to obtain learning materials and methods. For those concerned with education, including students, instructors, and policymakers, digital literacy has become a fundamental problem. Another study discovered that teachers require significant assistance in achieving digital literacy.

This study also points out that it is also essential for learners' understanding of educational material for teachers to recieve training and development in digital literacy.

This is further supported by the agreement amongst teachers in this study that enhanced digital literacy made it easier for them to understand learners' engagement with the material. 

Ultimately, the COVID-19 pandemic has increased the awareness of digital literacy for teachers and become a necessity for learners. However, post pandemic studies show that online learning and the use of technology has not receded with the return to face-to-face learning. 

While technology can be instrumental in reaching beyond the classroom to support learners beyond what was possible pre-pandemic, it also has the dangerous implication of leaving certain learners in under-served communities behind.

For this reason, it is crucial for governments, stakeholders and schools to work together to supply the necessary resources for optimal digital literacy for both learners and teachers.

Frequently Asked Questions

Peruse our FAQ section to see a summarized analysis of what the above statistics point to in regards to child literacy in the post pandemic landscape.

1. How did the COVID-19 pandemic impact literacy rates in children?

The pandemic led to widespread school closures and disrupted learning environments, which caused significant setbacks in literacy development.

Many students, especially those in lower-income or marginalized communities, experienced learning loss due to limited access to online resources, reduced instructional time, and a lack of in-person support.

2. What are the biggest challenges in post-pandemic literacy recovery?

Key challenges include addressing learning gaps, particularly among younger children who missed foundational literacy instruction.

Other challenges include providing equitable access to educational resources, retraining teachers for hybrid learning environments, and supporting students with social-emotional needs that may have arisen during the pandemic.

3. How did remote learning affect literacy development?

Remote learning had mixed effects on literacy. While some students adapted well, many struggled due to distractions at home, lack of consistent internet access, and insufficient one-on-one instruction.

Younger children, who rely heavily on face-to-face interaction for early reading skills, were especially impacted.

4. Which groups were most affected by the literacy decline?

Children from low-income families, those in rural areas, and students with limited access to technology were disproportionately affected.

Additionally, English language learners and students with special needs faced extra barriers in accessing remote learning materials that met their unique needs.

5. What steps are being taken to recover literacy levels post-pandemic?

Governments and educational institutions are implementing strategies like extended learning hours, summer literacy programs, and tutoring initiatives to help students catch up.

There is also a focus on providing more equitable access to technology, improving teacher training, and integrating social-emotional learning to support students holistically.

References

• Sugarman, Julie. "Equity and English Learners Post-Pandemic." State Education Standard 21.3 (2021): 21-25.
  
  
• Education Commission of the States. “50-State Comparison: English Learner Policies." ECS Distribution Center. Denver, CO (2020).
  
  
• Saavedrasheena, Jaime, Faziliyi Ning, Wongkoen Geven, Marie-Helene Cloutier. "New literacy data shines a spotlight on the learning crisis." The World Bank, 16 May 2023, https://blogs.worldbank.org/en/education/new-literacy>
  
  
• The Nation's Report Card. "Reading and mathematics scores decline during COVID-19 pandemic." National Assessment of Educational Progress, 2022, https://www.nationsreportcard.gov/highlights/ltt/2022/
  
  
• REFORM, IMF GOVERNANCE. "The Brookings Institution." Washington DC (2021).
  
  
• Fields, Alison, and Simon Paul Atkinson. "Post-pandemic Trends: Readership and Research After COVID-19." Journal of Open, Flexible and Distance Learning 26.2 (2022): 1-6.
  
  
• Fricker, Toby. "More than 40 per cent of households surveyed have no books at home." UNICEF, 26 May 2023, https://www.unicef.org/southafrica/press-releases/more-40-cent-households-surveyed-have-no-books-home
  
  

• I. Wigati and M. Fithriyah, "Post Covid-19 Strategy Through Supporting Teacher Digital Literacy as the Sustainable Decision to Enhance Education System: Indonesia Case Study," 2022 International Conference on Decision Aid Sciences and Applications (DASA), Chiangrai, Thailand, 2022, pp. 851-857