Reading
Remote learning and university reading difficulties
Open access · cc by · source: Europe PMC
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.
How this study connects
Role on claims
Each row is a claim on a concept or method page where this paper supports, challenges, or qualifies the statement. Roles are hand-checked — not a model guess.
Reading problems do not end at school, and format changes can hit these students harder.
Reading difficulties can carry over into university study: in an online survey at the University of Warsaw during early COVID-19 remote learning, students with diagnosed or self-reported reading difficulties reported more stress and organisational problems and were more likely to report failing at least one exam than peers.
Evidence for the claim as stated.
Reading problems do not end at school, and format changes can hit these students harder.
Reading difficulties can carry over into university study: in an online survey at the University of Warsaw during early COVID-19 remote learning, students with diagnosed or self-reported reading difficulties reported more stress and organisational problems and were more likely to report failing at least one exam than peers.
Scope note — self-report cross-sectional survey at one university; cannot show remote formats caused the failures
Limits the claim's scope: a different population, assay, or outcome.
History
When this study was placed
Dated entries from the concept change log — when this paper was added or removed as support, challenge, or qualifier on a claim.
Removed as supporting evidence on Literacy Instruction
Adolescents can rank online texts by credibility more easily than they can justify those rankings: 73 Finnish 16-17-year-olds mostly ordered the texts correctly but averaged only about 20 of 48 points on written justifications, and time spent on the task was the best predictor of justification quality.
Placed as supporting evidence on Literacy Instruction
Reading difficulties can carry over into university study: in an online survey at the University of Warsaw during early COVID-19 remote learning, students with diagnosed or self-reported reading difficulties reported more stress and organisational problems and were more likely to report failing at least one exam than peers.
Placed as a scope qualifier on Literacy Instruction
Reading difficulties can carry over into university study: in an online survey at the University of Warsaw during early COVID-19 remote learning, students with diagnosed or self-reported reading difficulties reported more stress and organisational problems and were more likely to report failing at least one exam than peers.
Study at a glance
- Design
- Cross-sectional — Anonymous online self-report survey, 16–31 July 2020, University of Warsaw
- N
- University students with and without reading difficulties; exact N not extracted
- Population
- University of Warsaw students during remote learning
- Outcome
- Remote-learning experience of students with versus without reading difficulties
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Inspect source passages
Remote learning and university reading difficulties
These passages occur verbatim in the stored paper text. They support the points listed below; they do not verify every statement in the explanation.
2182 of 3510 respondents completed the full questionnaire set.
Out of 3510 students who took part in the study, 2182 participants completed the whole set of questionnaires.
216 students reported formal diagnosis; 201 reported difficulties without diagnosis.
216 students declared having formal diagnosis (CDYS) and 201 reported reading difficulties but no formal diagnosis (SIDYS).
Key findings
Reading-difficulty groups reported higher stress related to restrictions and remote assessment formats, more organizational difficulties, and higher rates of failing at least one exam than controls. All groups perceived the remote summer semester as requiring more work than the prior winter semester.
Methodology
An anonymous online survey at the University of Warsaw (July 2020) compared students with formal dyslexia diagnosis (CDYS), self-reported reading difficulties without diagnosis (SIDYS), and controls on stress, workload, organization difficulties, and exam success during emergency remote learning.
Limitations
Self-report and non-experimental group differences cannot prove that remote formats caused exam failure, and results are from one university early in the pandemic.
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