The impact of long COVID on language proficiency across different school levels in Hong Kong

The impact of long COVID on language proficiency across different school levels in Hong Kong

• Xu, Shebe Siwei The Education University of Hong Kong
• Li, Yixun The Education University of Hong Kong
• Li, Wanyi The Chinese University of Hong Kong
• Capio, Catherine Mamaid Hong Kong Metropolitan University
• Tso, Winnie W. Y. The University of Hong Kong
• Chan, King Chung Derwin The Education University of Hong Kong

Behavioral Sciences, 15(4), 2025

MDPI

2025

• A 人的成長與發展
  • AB 認知與語言能力的發展；感知及智力發展
• G 課程與教學:個別教學範疇
  • GA 中文
    • GAA 教學目標、課程及評鑑
• G 課程與教學:個別教學範疇
  • GB 英文
    • GBA 教學目標、課程及評鑑

Long COVID COVID-19 Language Ability Children and Adolescents Speaking Listening

• Hong Kong

• 1997.7 onwards

• 小學教育
• 中學教育

• View Full Text 全文連結

Long COVID, where symptoms persist after recovering from COVID-19, can affect cognitive functions like language. However, little is known about its impact on children’s language skills, especially across different school levels. This study investigated the impact of long COVID on language proficiency among 1244 children (Asian; 53.5% boys) from kindergartens (N = 408, Mage = 4.42 ± 1.26 years), primary schools (N = 547, Mage = 9.69 ± 1.96 years), and secondary schools (N = 289, Mage = 14.97 ± 1.85 years) in Hong Kong. Language proficiency was assessed using the Language Experience and Proficiency Questionnaire (LEAP-Q), which measured speaking, listening, reading, and writing in both Chinese and English. Participants were categorized into three groups: long COVID, recovered from COVID-19, and no history of COVID-19. One-way and two-way ANOVAs were used to analyze the differences in language proficiency across these groups and school levels. Children with long COVID symptoms exhibited significantly lower overall language proficiency, particularly in speaking and listening, compared to those in the recovered and no-COVID groups. The effect was more pronounced among primary and secondary students, with secondary school students showing the most substantial deficits. No significant differences were found between the recovered and no-COVID groups. The results suggest that long COVID might have detrimental effects on children’s linguistic proficiency. The language development of older students who suffered from long COVID could benefit from receiving targeted educational and therapeutic interventions. Copyright © 2025 by the authors.

• 英文

期刊論文

• 2076328X

• 10.3390/bs15040432

https://bibliography.lib.eduhk.hk/tc/bibs/8a1db605

2025-11-04