TITLE:
Impact Evaluation of an Early Literacy Intervention Program during the COVID-19 Pandemic in Mexico
AUTHORS:
Amira Dávalos, Mónica Alvarado
KEYWORDS:
COVID-19, Distance Education, Literacy Program, Psychogenetic Pedagogical Design
JOURNAL NAME:
Creative Education,
Vol.14 No.11,
November
14,
2023
ABSTRACT: The
COVID-19 pandemic resulted in widespread school closures, prompting governments
to implement distance learning strategies. In Mexico, the government
implemented the “Learn at Home” initiative as a nationwide strategy to ensure
educational continuity. Limited access to the Internet and electronic devices
in Mexican households posed challenges, especially for children in their first
two years of primary school. The “Distance Early Literacy Program” emerged to
involve families in the literacy process within a school zone in Querétaro,
Mexico. This study investigates the impact of this alternative Literacy Program
on the learning outcomes of participating children. To assess the program’s
effectiveness, one year after its implementation, we compared three groups of
students: the Participant Group (PG) actively involved in the program, Control
Group 1 (CG1) starting school in the same year, and Control Group 2 (CG2)
following the “Learn at Home” program. The evaluation encompassed the aspects
of reading and writing skills using a comprehensive evaluation instrument. The
results revealed significant differences between PG and control groups,
indicating the program’s success. PG students achieved higher results in
writing, reading, and metacognitive skills. While not all aspects achieved
equal success, this study underscores the importance of family participation,
clear communication, and adaptable strategies. This study contributes to our
understanding of the design of strategies for early literacy in crisis and
post-pandemic contexts, showing the value of a psychogenetic approach in
pedagogical design and mediation.