閱讀障礙學生在COVID-19疫情期間的線上學習之文獻回顧

本文蒐集了13篇疫情期間國外學者針對閱讀障礙學生在線上學習之表現、困境與教學方式等實證研究進行文獻回顧。筆者發現閱讀障礙學生（簡稱閱障生）的學習表現因學校長時間處於停課之狀態，而使其學習表現與正常時期相比是有明顯降低的；除此之外，閱障生的線上學習成效除了受其本身障礙之因素影響，還包括家庭、經濟、設備與環境等因素。閱障生在線上學習所遭遇之困境包括學習和生活之品質、學業表現、學習材料，以及壓力之狀況。尤其是學習材料的調整與壓力，對於閱障生來說是造成困境的主要原因。在閱障生的線上教學策略或是介入調整方面，學習材料的調整是最為重要的，包含字體、同時呈現之資訊量、圖片替代文字，以及教學策略融入線上學習中等方法。藉由整理出上述三個層面，以提供國內志士未來可以延伸或補足之研究方向。

This article collected 13 empirical researches which were about the performance, difficulties, and teaching methods of students with reading difficulties (RD) during the COVID-19 Pandemic to conduct a literature review. The author found that RD student’s academic performance was significantly lower than usual due to the school being suspended for a long time. Besides, economic status, facilities, and learning environment all have an impact on academic performance. In addition, the main difficulties faced by RD students in online learning are learning materials and stress. Third, the adjustment of learning materials is the most important part of the teaching methods for RD students, including fonts, the amount of information presented at the same time, pictures instead of text, and teaching strategies integrated into online learning. By sorting out the above three important dimensions, we can provide domestic scholars with research directions that can be extended or implemented in the future.