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Implementing a scientifically based educational intervention in mainstream primary schools before and during COVID-19 era: Evidence from Greek-speaking children
BACKGROUND: While morphological awareness has been recognized as a fundamental skill in students’ literacy acquisition, experimental evidence is still scarce, especially regarding studies during pandemic. AIM: The aim of the study was to present a scientifically based educational intervention of mor...
Autores principales: | , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Elsevier Ltd.
2023
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10293896/ https://www.ncbi.nlm.nih.gov/pubmed/37423051 http://dx.doi.org/10.1016/j.ridd.2023.104563 |
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author | Styliani, Tsesmeli N. Ioanna, Skarmoutsou |
author_facet | Styliani, Tsesmeli N. Ioanna, Skarmoutsou |
author_sort | Styliani, Tsesmeli N. |
collection | PubMed |
description | BACKGROUND: While morphological awareness has been recognized as a fundamental skill in students’ literacy acquisition, experimental evidence is still scarce, especially regarding studies during pandemic. AIM: The aim of the study was to present a scientifically based educational intervention of morphological awareness which was implemented in two mainstream primary schools in Greece during COVID-19 era (2020-2021). METHODS: Participants were 72 primary school student (3rd/4th Grades) who were divided into an intervention and a control group per class. All students were assessed via tests of intelligence, literacy and language before pandemic. The intervention took place during pandemic in the school classroom of the experimental groups and included a pre-test, a training program and a post-test. The experimental material comprised of compounds which pose particular difficulties to children in terms of spelling and meaning. RESULTS: The results showed that the systematic exercise of the morphological structure of words increased significantly students’ spelling and semantic performance, including those with low literacy performance. CONCLUSIONS: These findings underline the importance and feasibility of implementing scientifically based educational interventions in mainstream education during COVID-19 era. Theoretical and practical issues concerning the implementation of hybrid models of educational interventions and scientific research in education are discussed. |
format | Online Article Text |
id | pubmed-10293896 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2023 |
publisher | Elsevier Ltd. |
record_format | MEDLINE/PubMed |
spelling | pubmed-102938962023-06-27 Implementing a scientifically based educational intervention in mainstream primary schools before and during COVID-19 era: Evidence from Greek-speaking children Styliani, Tsesmeli N. Ioanna, Skarmoutsou Res Dev Disabil Article BACKGROUND: While morphological awareness has been recognized as a fundamental skill in students’ literacy acquisition, experimental evidence is still scarce, especially regarding studies during pandemic. AIM: The aim of the study was to present a scientifically based educational intervention of morphological awareness which was implemented in two mainstream primary schools in Greece during COVID-19 era (2020-2021). METHODS: Participants were 72 primary school student (3rd/4th Grades) who were divided into an intervention and a control group per class. All students were assessed via tests of intelligence, literacy and language before pandemic. The intervention took place during pandemic in the school classroom of the experimental groups and included a pre-test, a training program and a post-test. The experimental material comprised of compounds which pose particular difficulties to children in terms of spelling and meaning. RESULTS: The results showed that the systematic exercise of the morphological structure of words increased significantly students’ spelling and semantic performance, including those with low literacy performance. CONCLUSIONS: These findings underline the importance and feasibility of implementing scientifically based educational interventions in mainstream education during COVID-19 era. Theoretical and practical issues concerning the implementation of hybrid models of educational interventions and scientific research in education are discussed. Elsevier Ltd. 2023-06-27 /pmc/articles/PMC10293896/ /pubmed/37423051 http://dx.doi.org/10.1016/j.ridd.2023.104563 Text en © 2023 Elsevier Ltd. All rights reserved. Since January 2020 Elsevier has created a COVID-19 resource centre with free information in English and Mandarin on the novel coronavirus COVID-19. The COVID-19 resource centre is hosted on Elsevier Connect, the company's public news and information website. Elsevier hereby grants permission to make all its COVID-19-related research that is available on the COVID-19 resource centre - including this research content - immediately available in PubMed Central and other publicly funded repositories, such as the WHO COVID database with rights for unrestricted research re-use and analyses in any form or by any means with acknowledgement of the original source. These permissions are granted for free by Elsevier for as long as the COVID-19 resource centre remains active. |
spellingShingle | Article Styliani, Tsesmeli N. Ioanna, Skarmoutsou Implementing a scientifically based educational intervention in mainstream primary schools before and during COVID-19 era: Evidence from Greek-speaking children |
title | Implementing a scientifically based educational intervention in mainstream primary schools before and during COVID-19 era: Evidence from Greek-speaking children |
title_full | Implementing a scientifically based educational intervention in mainstream primary schools before and during COVID-19 era: Evidence from Greek-speaking children |
title_fullStr | Implementing a scientifically based educational intervention in mainstream primary schools before and during COVID-19 era: Evidence from Greek-speaking children |
title_full_unstemmed | Implementing a scientifically based educational intervention in mainstream primary schools before and during COVID-19 era: Evidence from Greek-speaking children |
title_short | Implementing a scientifically based educational intervention in mainstream primary schools before and during COVID-19 era: Evidence from Greek-speaking children |
title_sort | implementing a scientifically based educational intervention in mainstream primary schools before and during covid-19 era: evidence from greek-speaking children |
topic | Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10293896/ https://www.ncbi.nlm.nih.gov/pubmed/37423051 http://dx.doi.org/10.1016/j.ridd.2023.104563 |
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