Remote learning among students with and without reading difficulties during the initial stages of the COVID-19 pandemic

Joanna Zawadka; Aneta Miękisz; Iwona Nowakowska; Joanna Plewko; Magdalena Kochańska; Ewa Haman

doi:10.1007/s10639-021-10559-3

Remote learning among students with and without reading difficulties during the initial stages of the COVID-19 pandemic

Educ Inf Technol (Dordr). 2021;26(6):6973-6994. doi: 10.1007/s10639-021-10559-3. Epub 2021 Apr 24.

Authors

Joanna Zawadka¹, Aneta Miękisz², Iwona Nowakowska³, Joanna Plewko⁴, Magdalena Kochańska⁵, Ewa Haman²

Affiliations

¹ Faculty of Polish Studies, University of Warsaw, Krakowskie Przedmieście 26/28, 00-927 Warsaw, Poland.
² Faculty of Psychology, University of Warsaw, Warsaw, Poland.
³ Institute of Psychology, The Maria Grzegorzewska University, Warsaw, Poland.
⁴ Laboratory of Language Neurobiology, Polish Academy of Sciences, Nencki Institute of Experimental Biology, Warsaw, Poland.
⁵ Educational Research Institute, Warsaw, Poland.

Abstract

This article presents the results of a survey on yet under-researched aspects of remote learning and learning difficulties in higher education during the initial stage (March - June 2020) of the COVID-19 pandemic. A total of 2182 students from University of Warsaw in Poland completed a two-part questionnaire regarding academic achievements in the academic year 2019/2020, living conditions and stress related to learning and pandemic, as well as basic demographic information, and Dyslexia Diagnosis Questionnaire (DDQ). The analyses were carried out in three sub-groups of students: who self-reported having a formal diagnosis of dyslexia (CDYS), self-reported reading difficulties, but had no formal diagnosis of dyslexia (SIDYS), and who reported no reading difficulties (CON). The results of the survey revealed that compared with the CON group, more students from CDYS and SIDYS groups did not pass at least one exam in the summer semester. CDYS and SIDYS groups experienced higher stress due to epidemiological restrictions, they had more difficulties than CON with the organisation of learning and obtaining credit during the COVID-19 pandemic. The results indicate a need for special consideration of additional support for students experiencing reading difficulties (whether or not they have a formal diagnosis).

Keywords: COVID-19; Dyslexia; Higher education; Reading; Remote learning; Remote teaching.