The aim of this study was to evaluate the psychometric properties (factor structure, reliability and construct validity) of the Brief Distance Education Attitudes (DEA) scale. Four hundred twenty-two SEND teachers filled out socio-demographic data forms and the DEAS. Factors were extracted by EFA (Principal Components Analysis) and confirmed by Analysis of Moment Structures. No floor-ceiling effects were observed. No significant differences of skewness and kurtosis were observed between the two Domains. All goodness of fit indices generated by CFA were found satisfactory ( TLI = 0.962 > 0.95, RMSEA = .035 < 0.08, CFI = 0.943 ≥ 0.90, χ 2 (34) = 57.93, p = .000 and SRMR = 0.034 < 0.08 ). Cronbach’s alpha value formed at α = .764 . SEND teachers’ attitudes towards Efficacy in Distance Education and Difficulties Related to Distance Education are considered as significant factors for the implementation of distance education during COVID-19 crisis. Consequently, universities, education technology corporations and policy makers should take consideration of these factors so as to train SEND teachers’ and support emergency remote-teaching scenarios.

The maze is a type of assessment tool for reading in the context of Curriculum-Based Measurement (CBM). Over the last three decades, the maze, with the contribution of technology, is evolving into an assessment tool that can be automatically administered and scored. The objective of this study was to review the literature research on the maze. Sixty-three studies and other sources have been reviewed, and it was found that it is a technically adequate measurement for universal screening and monitoring progress and has a high correlation with reading achievement tests. Additionally, the maze seems to be a time-efficient and sensitive tool, included in most CBM tests. However, some significant issues emerging from the review need further investigation. These issues are related to the reading maze measures, its instructional utility as a progress-monitoring tool, and the determination of the maze's distractors.

Reading and writing are essential skills to master for university students, as research has shown that effective use of reading and writing strategies can lead to academic success. There are contradictory studies regarding whether reading and writing strategies differ between typical and struggling higher education students. The present study aims to compare the quantities variations of learning strategies and the qualities variations to the strategy between typical and struggling students in Greek higher education. It is a cross-sectional survey. The sampling was convenient, consisted of 233 undergraduate Greek students; 46 were self-reported as struggling readers. The research instruments employed in the present study were two scales for reading and writing strategies usage, based on Oxford (1990) classification system. The results suggest that typical students tend to considerably use reading and writing strategies more often than struggling students. Although these students use fewer reading and writing strategies, they tend to use cognitive and metacognitive strategies.

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