Research scientists from Haskins have been analyzing data collected during the fall for the third year of the Predicting Literacy at The Windward School research study. Because EEG testing was paused for a period due to the pandemic, the main source of recent analyzed data is the behavioral testing. The Haskins researchers have been comparing the Fall 2021 in-person testing to the remote testing conducted during the earlier months of the pandemic.
Preliminary data analysis of the participants’ scores on the behavioral testing reveals that, relative to Fall 2019 (pre-pandemic), students have made relatively steady gains in phonological processing skills, but smaller-than-expected gains in word reading skills.
Director of EEG Research Dr. Nicole Landi said, “This is an interesting finding, which leads us to hypothesize that pandemic-related disruptions may disproportionately affect word reading. If true, this could be due to a variety of factors, including less time spent in the classroom, less time spent reading, or increases in stressors/anxiety, which may disproportionately impact word reading in children with language-based learning disabilities.” More insights as a result of the study will be shared in an upcoming paper, “Researcher-practitioner partnerships and in-school laboratories facilitate translational research in reading” in the Journal of Research in Reading.
Pictured is the EEG lab where testing is being conducted at the new Westchester Lower School campus.