Patricia Tan
Current Organizations / Institutes
The organizations/institutes from the scholar's latest article
Research Subjects
Patricia Tan has a total of 7 co-authors. Here are the top co-authors by number of shared publications:
- Alison Wood
Department of Psychiatry and Biobehavioral Science, Jane and Terry Semel Institute for Neuroscience & Human Behavior, University of California Los Angeles , Los Angeles
1 shared publication - Alyssa R. Palmer
Semel Institute for Neuroscience and Human Behavior, University of California, Los Angeles
1 shared publication - Hilary Aralis
Department of Psychiatry and Biobehavioral Science, Jane and Terry Semel Institute for Neuroscience & Human Behavior, University of California Los Angeles , Los Angeles
1 shared publication - Janet Hwang
David Geffen School of Medicine, University of California Los Angeles , Los Angeles
1 shared publication - Naomi C Edwards
Department of Psychiatry and Biobehavioral Science, Jane and Terry Semel Institute for Neuroscience & Human Behavior, University of California Los Angeles , Los Angeles
1 shared publication - Roya Ijadi-Maghsoodi
Department of Psychiatry and Biobehavioral Science, Jane and Terry Semel Institute for Neuroscience & Human Behavior, University of California Los Angeles , Los Angeles
1 shared publication
Latest Publications
- Open Access
- 17 August 2026
- Published by Oxford University Press (OUP) in Child Development
- Vol. 97 (5) , 1689-1703
Reading achievement among under-resourced K-2 students before, during, and after COVID-19 educational disruptions
COVID-19 disrupted early reading development, especially for under-resourced students. Few studies have evaluated early reading skill recovery after the return to in-person instruction. This study tracked reading achievement among 236,701 kindergarten through second-grade students from the academic year 2019–2020 to 2023–2024 (48.7% female; 69.8% Latine). Children had lower reading performance and less growth during remote instruction (2020–2021) compared with the pre-COVID cohort. Reading scores improved once in-person learning resumed. Kindergarten students who experienced remote instruction during COVID-19 demonstrated reading achievement recovery by the second grade. We also assessed if increased school-level (N = 467) support services were related to reading skill growth. Results demonstrated that early reading skill recovery is possible after mass disruptions.
- 17 August 2026
- Published by Oxford University Press (OUP) in Child Development
- Vol. 97 (5) , 1689-1703
Open AccessReading achievement among under-resourced K-2 students before, during, and after COVID-19 educational disruptions
COVID-19 disrupted early reading development, especially for under-resourced students. Few studies have evaluated early reading skill recovery after the return to in-person instruction. This study tracked reading achievement among 236,701 kindergarten through second-grade students from the academic year 2019–2020 to 2023–2024 (48.7% female; 69.8% Latine). Children had lower reading performance and less growth during remote instruction (2020–2021) compared with the pre-COVID cohort. Reading scores improved once in-person learning resumed. Kindergarten students who experienced remote instruction during COVID-19 demonstrated reading achievement recovery by the second grade. We also assessed if increased school-level (N = 467) support services were related to reading skill growth. Results demonstrated that early reading skill recovery is possible after mass disruptions.