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.
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.
How this study connects
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