Impact Evaluation of an Early Literacy Intervention Program during the COVID-19 Pandemic in Mexico

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.