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).

本文介绍了对 COVID-19 大流行初期（2020 年 3 月至 6 月）高等教育中远程学习和学习困难的尚未充分研究的方面的调查结果。波兰华沙大学的2182名学生完成了两部分的调查问卷，内容包括2019/2020学年的学业成绩、与学习和疫情相关的生活状况和压力、以及基本人口信息和阅读障碍诊断问卷（ DDQ）。分析在三个学生亚组中进行：自我报告被正式诊断为阅读障碍的学生（CDYS）、自我报告阅读困难但没有正式诊断为阅读障碍的学生（SIDYS）以及报告没有阅读困难的学生（CON）。调查结果显示，与CON组相比，CDYS和SIDYS组的学生在夏季学期没有通过至少一项考试的比例更高。 CDYS 和 SIDYS 群体由于流行病学限制而承受更大的压力，在 COVID-19 大流行期间，他们在组织学习和获得学分方面比 CON 面临更多困难。结果表明，需要特别考虑为遇到阅读困难的学生提供额外支持（无论他们是否有正式诊断）。