Graham, S., Berninger, V., Weintraub, N., & Schafer, W. (1998). The de-
velopment of handwriting fluency and legibility in grades l through 9.
The Journal of Educational Research,92(1), 42–52. https://doi.org/10
.1080/00220679809597574
Graham, S., Harris, K. R., & Santangelo, T. (2015). Research-based writ-
ing practices and the common core: Meta-analysis and meta-synthesis.
The Elementary School Journal,115(4), 498–522. https://doi.org/10
.1086/681964
Graham, S., Liu, X., Bartlett, B., Ng, C., Harris, K. R., Aitken, A., Barkel,
A., Kavanaugh, C., & Talukdar, J. (2018). Reading for writing: A meta-
analysis of the impact of reading and reading instruction on writing.
Review of Educational Research,88(2), 243–284. https://doi.org/10
.3102/0034654317746927
Graham, S., McKeown, D., Kiuhara, S., & Harris, K. R. (2012). A meta-
analysis of writing instruction for students in the elementary grades.
Journal of Educational Psychology,104(4), 879–896. https://doi.org/10
.1037/a0029185
Graham, S., Skar, G., & Falk, D. (2021). Teaching writing in the primary
grades in Norway: A national survey. Reading and Writing,34,
529–563. https://doi.org/10.1007/s11145-020-10080-y
Håland, A., Hoem, T. F., & McTigue, E. M. (2019). Writing in first grade:
The quantity and quality of practices in Norwegian classrooms. Early
Childhood Education Journal,47(1), 63–74. https://doi.org/10.1007/
s10643-018-0908-8
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The differ-
ence between emergency remote teaching and online learning. EDUCAUSE
Review,27,1–12.
Howard, P., & Howard, J. (2012). Pandemic and pedagogy: Elementary
school teachers’experiences of H1N1 influenza in the classroom.
Phenomenology & Practice,6(1), 18–35. https://doi.org/10.29173/
pandpr19852
Huber, S., Gunther, P., Scneider, N., Helm, C., Schwander, M., Schneider, J.,
& Pruitt, J. (2020). COVID-19 und aktuelle Herausforderungen in Schule
und Bildung [COVID-19 and current challenges in schooling and learning].
https://www.waxmann.com/index.php?eID=download&buchnr=4216
Jesson, R., McNaughton, S., Lai, M., Hsiao, S., & Leonard, A. (2009,
April). Longitudinal patterns and problem of transfer in surface and
deep features of writing in a schooling improvement context [Paper pre-
sentation]. Annual Meeting of the American Educational Research Asso-
ciation, San Diego, CA.
Kimm, L., & Ashbury, K. (2020). Like a rug has been pulled under you:
The impact of COVID-19 on teachers in England during the first six-
weeks of the U.K. lockdown. Psyarxiv.https://psyarxiv.com/xn9ey/
Kirshner, J. (2020). School radio: Finding innovation in reaching remote
learners in Belize. International Journal of Education and Literacy
Studies,8(3), 90–97. https://doi.org/10.7575/aiac.ijels.v.8n.3p.90
Lillefjord, S., Børte, K., Halvorsrud, K., Ruud, E., & Freyr, T. (2015). Til-
tak med positiv innvirkning på barns overgang fra barnehage til
skole: En systematisk kunnskapsoversikt [Programs with positive effect
on the transmission from kindergarten to school: A systematic review.]
(p. 72). Kunnskapssenter for Utdanning. https://utdanningsforskning.
no/contentassets/d66fcf1950f34b46a79a5fc647e40774/kunnskapssenter-
overgangbarnehage-web.pdf
Linacre, J. M. (2017). A user’s guide to FACETS. Rasch-model computer
programs [Program manual 3.80.0]. http://www.winsteps.com/a/Facets
-ManualPDF.zip
Lorah, J. (2018). Effect size measures for multilevel models: Definition,
interpretation, and TIMSS example. Large-Scale Assessments in Educa-
tion,6(1), 8. https://doi.org/10.1186/s40536-018-0061-2
Lundetræ, K. (2018, November 1). Jo, norske elever er blitt flinkere [Nor-
wegian students have become more proficient]. Verdens Gang.
McGuire, W. (1985). Attitudes and attitude change. In G. Lindzey & E.
Aronson (Eds.), The handbook of social psychology (3rd ed., Vol. 2,
pp. 233–346). Random House.
Meyer, F., Yao, E., & Meissel, K. (2020). The summer learning effects in
writing in New Zealand. Reading and Writing,33(1), 1183–1210.
https://doi.org/10.1007/s11145-019-10003-6
Monroe, M., & Sherman, E. (1966). Group diagnostic reading aptitude
and achievement tests. Nevins.
Nicholson, T., & Tiru, S. (2019). Preventing a summer slide in reading—
The effects of summer school. Australian Journal of Learning Difficul-
ties,24(2), 109–130. https://doi.org/10.1080/19404158.2019.1635499
Oberle, E., & Schonert-Reichl, K. A. (2016). Stress contagion in the class-
room? The link between classroom teacher burnout and morning cortisol
in elementary school students. Social Science & Medicine,159,30–37.
https://doi.org/10.1016/j.socscimed.2016.04.031
Pacchter, M., Luttenberger, S., Macher, D., Berding, F., Papousek, I., &
Weiss, E. (2015). The effects of 9-week summer vacation: Losses in
mathematics and gains in reading. Eurasia Journal of Mathematics, Sci-
ence and Technology Education,11, 1339–1413.
Petty, R., & Cacioppo, J. (1986). The elaboration likelihood model of per-
suasion. Advances in Experimental Social Psychology,19(1), 123–205.
https://doi.org/10.1016/S0065-2601(08)60214-2
Reilly, D., Neumann, D. L., & Andrews, G. (2019). Gender differences in
reading and writing achievement: Evidence from the National Assess-
ment of Educational Progress (NAEP). American Psychologist,74(4),
445–458. https://doi.org/10.1037/amp0000356
Schleicher, A. (2020). The impact of COVID-19 on education: Insights
from education at a glance. OECD Publishing. https://www.oecd.org/
education/education-at-a-glance/
Skar, G. B., Aasen, A. J., & Jølle, L. (2020). Functional writing in the pri-
mary years: Protocol for a mixed-methods writing intervention study.
Nordic Journal of Literacy Research,6(1), 201–216. https://doi.org/10
.23865/njlr.v6.2040
Skar, G. B., Jølle, L., & Aasen, A. J. (2020). Establishing rating scales to
assess writing proficiency development in young learners. Acta Didac-
tica Norden,14(1), 1–30. https://doi.org/10.5617/adno.7909
Skar, G. B., Lei, P., Graham, S., Aasen, A. J., Johansen, M. B., & Kvistad,
A. H. (2021). Handwriting fluency and the quality of primary grade stu-
dents’ writing. Reading and Writing. Advance online publication.
https://doi.org/10.1007/s11145-021-10185-y
Slavin, R., Madden, N., & Karweit, N. (1989). Effective programs for stu-
dents at risk: Conclusions for practice and policy. In R. Slavin, N.
Karweit, & N. Madden (Eds.), Effective programs for students at risk
(pp. 21–54). Allyn & Bacon.
Snijders, T. (2005). Power and sample size in multilevel linear models. In
B. S. Everitt & D. C. Howell (Eds.), Encyclopedia of statistics in behav-
ioral science (Vol. 3, pp. 1570–1573). Wiley. https://doi.org/10.1002/
0470013192.bsa492
Snijders, T., & Bosker, R. (1999). Multilevel Analysis: An introduction to
basic and advanced multilevel modeling. Sage.
Sprang, G., & Silman, M. (2013). Posttraumatic stress disorder in parents
and youth after health-related disasters. Disaster Medicine and Public
Health Preparedness,7(1), 105–110. https://doi.org/10.1017/dmp.2013.22
Unesco. (2020). COVID: 12 education responses.https://rb.gy/kuckhk
Walberg, H., & Ethington, C. (1991). Correlates of writing performance
and interest: A U.S. National assessment study. The Journal of Educa-
tional Research,84(4), 198–203. https://doi.org/10.1080/00220671
.1991.10886016
Winthrop, R. (2020). COVID and school closures: What can countries
learn from past closures? Brookings. https://rb.gy/ctwu4n
(Appendix follows)
WRITING AND COVID-19 1565
This document is copyrighted by the American Psychological Association or one of its allied publishers.
Content may be shared at no cost, but any requests to reuse this content in part or whole must go through the American Psychological Association.
Credit to the Original Article | Explore More of Their Work If You Found This Article Enjoyable.
https://news.google.com/rss/articles/CBMizgFodHRwczovL3d3dy5yZXNlYXJjaGdhdGUubmV0L3B1YmxpY2F0aW9uLzM1NTQ3NDQ1MV9MZWFybmluZ19Mb3NzX0R1cmluZ190aGVfQ09WSUQtMTlfUGFuZGVtaWNfYW5kX3RoZV9JbXBhY3Rfb2ZfRW1lcmdlbmN5X1JlbW90ZV9JbnN0cnVjdGlvbl9vbl9GaXJzdF9HcmFkZV9TdHVkZW50cydfV3JpdGluZ19BX05hdHVyYWxfRXhwZXJpbWVudF9PUEVOX0FDQ0VTU9IBAA?oc=5&hl=en-US&gl=US&ceid=US:en


