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Remote learning and university reading difficulties
University students with formal or self-reported reading difficulties reported more remote-learning stress and were more likely than peers to fail at least one exam in the first COVID remote semester.
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Why do the authors prefer “remote learning” over “online learning”?
To mark emergency pandemic teaching as distinct from planned online courses.
Source: Remote learning among students with and without reading difficulties during the initial stages of the COVID-19 pandemic · DOI · quote verified
Where was the survey conducted?
University of Warsaw, online between 16 and 31 July 2020.
Source: Remote learning among students with and without reading difficulties during the initial stages of the COVID-19 pandemic · DOI · quote verified
How many completed the full questionnaire set?
2182 of 3510 participants.
Source: Remote learning among students with and without reading difficulties during the initial stages of the COVID-19 pandemic · DOI · quote verified
What are CDYS and SIDYS?
CDYS = formal diagnosis; SIDYS = self-reported reading difficulties without formal diagnosis.
Source: Remote learning among students with and without reading difficulties during the initial stages of the COVID-19 pandemic · DOI · quote verified
How did stress from epidemiological restrictions differ?
Controls reported lower stress than CDYS and SIDYS groups.
Source: Remote learning among students with and without reading difficulties during the initial stages of the COVID-19 pandemic · DOI · quote verified
Which remote-learning stressors differed by group?
Weekly homework and adapting to remote learning were more stressful for CDYS and SIDYS than controls.
Source: Remote learning among students with and without reading difficulties during the initial stages of the COVID-19 pandemic · DOI · quote verified
What exam-success pattern emerged?
More CDYS and SIDYS students than controls did not pass at least one exam in the remote summer semester.
Source: Remote learning among students with and without reading difficulties during the initial stages of the COVID-19 pandemic · DOI · quote verified
Did workload perceptions change for everyone?
Yes—all three groups reported the summer remote semester required more work than the prior winter semester.
Source: Remote learning among students with and without reading difficulties during the initial stages of the COVID-19 pandemic · DOI · quote verified
What was hypothesis H1 in plain terms?
Dyslexic students struggle more than non-dyslexic peers with pandemic/remote-learning effects.
Source: Remote learning among students with and without reading difficulties during the initial stages of the COVID-19 pandemic · DOI · quote verified
What practical implication do authors emphasize?
University students with reading difficulties need additional support during remote/emergency teaching.
Source: Remote learning among students with and without reading difficulties during the initial stages of the COVID-19 pandemic · DOI · quote verified
How is dyslexia defined in the paper?
Specific learning disability with difficulties in accurate/fluent word recognition, decoding, and/or spelling.
Source: Remote learning among students with and without reading difficulties during the initial stages of the COVID-19 pandemic · DOI · quote verified
What organizational pattern appeared?
CDYS and SIDYS generally reported more remote-learning difficulties than controls.
Source: Remote learning among students with and without reading difficulties during the initial stages of the COVID-19 pandemic · DOI · quote verified