Reading and writing of the words in children in the 4º year of elementary education post remote education

comparison between public and private networks

Abstract

Introduction: Literacy is the process that involves the exchange of information between teachers and students, focusing on the objectivity of learning, encom- passing the acquisition of fundamental skills in reading, writing and understand- ing the alphabetic system. The school’s adaptation during the pandemic brought with it limitations for remote teaching. Objective: To compare and describe per-formance in reading and writing words among students in the 4th year of elementary school in public and private schools. Methods: Cross-sectional observational study, linked to the Universidade Federal do Rio Grande do Sul project “School performance, anxiety at school and emotional regulation in children in the 4th year of elementary school after remote education”, which investigated the reading and writing performance of students in 4th year of Elementary Education in public and private schools. With 77 participants (34 public, 43 private), the School Performance Test - Second Edition (TDE-II), writing and reading subtests were used for evaluation. Results: Private schools showed higher averages (31.86 writing, 35.13 reading) compared to public schools (27.67 writing, 33.58 reading). There was a statistically significant difference between the networks, however no student obtained all correct answers in the written subtest. Conclusion: There is a significant difference in performance in reading and writing words between students from public and private schools, indicating a worrying deficit in writing and reading in the initial post- pandemic years. Sudden changes in teaching methods and the transition to remote learning may have contributed to these disparities. Identifying these deficits contributes to implementing effective interventions.