Abstract:

The development of reading and writing skills has a significant impact on the academic achievement of students, regardless of learning disabilities. Teaching basic academic skills is an ongoing empirical and scientific pursuit. The COVID-19 pandemic has prompted a shift in teaching methods, prompting concerns about its effect on students' academic performance and overall development. This study aims to investigate the impact of COVID-19 school closures on Greek students' reading and writing skills, with a focus on reading fluency and comprehension, as well as orthography and text production. The study also explores the views of primary school teachers on the changes in their students' reading performance, including those with learning disabilities. A total of 356 teachers participated in the study by completing a questionnaire designed for present study. Preliminary results indicate a marked decline in student performance in all areas examined, with the performance of students with learning disabilities being more affected. These findings align with existing research, and further in-depth study is necessary. The results of the study can inform instructional and curriculum development for students with and without learning disabilities, enabling more effective targeting of their academic deficits.

Keywords:

COVID-19 pandemic, reading, writing, learning disabilities, student performance, academic skills, deficits.