Generatie lockdown: de impact van de COVID-19 schoolsluiting op het leren lezen

Elisa
Put
  • Paulien
    Eymael

16 maart 2020 – De Vlaamse basisscholen sluiten hun poorten in een poging om de verspreiding van het nieuwe coronavirus tegen te gaan. Honderdduizenden leerlingen ruilen de schoolbanken in voor hun eigen zetel. Maar weegt deze kortetermijnbeslissing voor de fysieke gezondheid wel op tegen de mogelijke langetermijneffecten op de schoolse prestatie?

Het zomerverlies als voorspelling

De zomervakantie, hoe ontspannend, leuk en noodzakelijk deze ook is voor kinderen, zorgt voor een verlies van al gemaakte schoolse vaardigheden. Zo starten leerlingen in september vaak met een lager niveau dan ze in juni de schoolbanken verlieten. Dit zomerverlies komt wereldwijd voor en is het ergste voor kinderen met een lage sociaaleconomische status. Doorheen de zomer ontstaat er meer ongelijkheid, doordat de vakanties van leerlingen met verschillende sociaaleconomische achtergronden er anders uitzien. Denk bijvoorbeeld aan minder naar de bibliotheek gaan of niet op (taal-)kamp kunnen. Het zomerverlies zou een voorspelling kunnen zijn voor de plotse COVID-19 schoolsluiting. Zo verwachtten enkele onderzoekers op basis van het zomerverlies dat kinderen tot 66% trager zouden leren lezen tijdens de schoolsluiting zonder klassikale instructie.

Schoolsluiting ≠ schoolstop!

Het verschil met de zomervakantie is dat er tijdens de coronaschoolsluiting les werd gegeven. Hoewel dit van school tot school verschilde, deden veel leerkrachten er alles aan om hun leerlingen via alternatieve, deels online, manieren te bereiken. Ook hier toont buitenlands onderzoek aan dat de ongelijkheid tussen kinderen vaak vergrootte. Voor de lockdown zouden kinderen evenveel uren leren, aangezien dit bijna uitsluitend op school plaatsvond. Tijdens de lockdown zou het verschil echter kunnen oplopen tot anderhalf uur leertijd per dag.

Coronaleerachterstand  

Doorheen onze tweejarige masterproef verschenen er verschillende studies over de impact van de lockdown op de schoolse prestatie, die een nogal somber beeld schetsten. Nederlandse leerlingen verloren voor lezen, spellen en rekenen leerwinst van ongeveer een vijfde van het schooljaar, overeenkomend met de exacte duur van hun schoolsluiting. In Vlaanderen zou het niveau van Nederlands van leerlingen uit het zesde leerjaar lager zijn na de schoolsluiting in vergelijking met de vijf voorgaande jaren. Bovendien kwam er begin 2021 een noodkreet van de logopedisten dat ze overspoeld werden met aanvragen voor kinderen met een ‘coronaleerachterstand’. De moeite waard dus om te onderzoeken.

Waarom lezen?

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Het valt te verwachten dat de lockdown de leesvaardigheid beïnvloed heeft, aangezien leren lezen wordt aangeleerd op school. Lezen is bovendien een erg belangrijke vaardigheid. Zo heb je het op school nodig voor bijna alle andere vakken, zoals bij het oplossen van een wiskundig vraagstuk. In Vlaanderen start men in het eerste leerjaar stapsgewijs met het aanleren van lezen. Hoewel er in de kleuterklas al een bewustzijn is van grote klankgehelen zoals lettergrepen (getest met rijmtaakjes bijvoorbeeld), moeten kinderen voor het leren lezen zich bewust worden dat woorden bestaan uit aparte klanken en dat die klanken aan letters gekoppeld kunnen worden. Deze vaardigheid wordt het fonemisch bewustzijn genoemd en vormt de basis van het leren lezen. Dit wordt in de klas geoefend met taakjes zoals ‘hakken en plakken’ (v-i-s wordt vis).

Het onderzoek

We gingen langs bij zestien Vlaamse scholen en testten er 79 leerlingen uit het tweede leerjaar. Deze kinderen zaten in het eerste leerjaar tijdens het schooljaar 2019-2020, waardoor de schoolsluiting plaatsvond toen ze net leerden lezen. We onderzochten hun leesontwikkeling aan het begin (september 2020) en het einde (juni 2021) van het volgende schooljaar. De bedoeling was om drie meetpunten te hebben, maar corona gooide ironisch genoeg ook hier roet in het eten. De geldende maatregelen lieten op dat moment namelijk geen buitenstaanders toe op school.

De leestaak bestond uit bestaande en onbestaande woorden (zoals ‘nars’) lezen. Het fonemisch bewustzijn werd getest via een foneemdeletietaak. Hierbij hoorden de leerlingen een woord en moesten er vervolgens een bepaalde klank uit weglaten (stop zonder ‘t’ is sop). Hun scores op beide taken werden vergeleken met een gelijkaardige groep leerlingen uit het tweede leerjaar van het schooljaar 2013-2014, die geen schoolsluiting meemaakte.

Het belang van een ondersteunende omgeving

Niet alle kinderen leren even vlot lezen en dat is normaal. Hoewel het is aangetoond dat deze variatie vooral wordt bepaald door de genen die je overerft van je ouders, valt de invloed van de omgeving niet te onderschatten. Voorgaand onderzoek toont aan dat dagelijks voorlezen aan kleuters 42% van het verwachte leesverlies door de coronaschoolsluiting zou kunnen tegengaan. Voor de omgeving namen we dus het aantal wekelijkse minuten samen lezen met de ouders en het aantal klassikale lesdagen na de heropening van de scholen op. Verder bevroegen we de sociaaleconomische status van de ouders (a.d.h.v. hun hoogste opleidingsniveau), dat we eerder aanhaalde als belangrijke factor.

Onverwachte, geruststellende resultaten

In tegenstelling tot onze verwachtingen, vonden we geen achterstand op vlak van lezen of fonemisch bewustzijn. Zowel op het begin als het einde van het schooljaar was er geen verschil tussen de scores van de leerlingen uit 2013-2014 en die van 2020-2021. Het lijkt dus dat het afstandsonderwijs hier zijn vruchten heeft afgeworpen. Dit kunnen we echter niet met zekerheid als enige verklaring geven, aangezien er bij sommige andere studies ook afstandsonderwijs werd gegeven. Er kunnen verschillende andere factoren meespelen. Zo werden er zomerscholen gehouden die een eventuele achterstand op vlak van lezen hebben tegengehouden. Bovendien wordt lezen in de thuisomgeving vaker geoefend dan bijvoorbeeld rekenen, waardoor het effect van een schoolsluiting minder groot is. Voor de omgeving waren de resultaten minder duidelijk. Zo was er geen link tussen het leesniveau aan de ene kant en het opleidingsniveau van de ouders, samen lezen of aantal schooldagen aan de andere kant. Wat het fonologisch bewustzijn betreft zagen we slechtere scores bij kinderen met lager opgeleide moeders, maar (tegen onze verwachtingen in) ook lagere scores als er meer samen werd gelezen. Dit laatste lijkt erg tegenstrijdig, maar het zou kunnen dat ouders meer samen lazen met kinderen die meer leesmoeilijkheden ondervonden.

Besluit

Een positief resultaat bij corona maakt ons niet vrolijk, maar hier bewijzen we het tegendeel. Zo heeft de leesvaardigheid van deze groep leerlingen geen negatieve langetermijneffecten ondervonden van de COVID-19 schoolsluiting. 

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Universiteit of Hogeschool
KU Leuven
Thesis jaar
2022
Promotor(en)
Professor Maaike Vandermosten
Thema('s)