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Students with reading difficulties/dyslexia: a longitudinal Swedish example
Stockholm University, Faculty of Social Sciences, Department of Special Education.
Stockholm University, Faculty of Social Sciences, Department of Special Education.
Stockholm University, Faculty of Social Sciences, Department of Special Education.
2010 (English)In: International Journal of Inclusive Education, ISSN 1360-3116, E-ISSN 1464-5173, Vol. 14, no 8, 813-827 p.Article in journal (Refereed) Published
Abstract [en]

The aim of this study was to investigate the longitudinal development of studentshaving difficulties with reading and their decoding ability in Swedish compulsoryschool. Another aim was to relate this to the experiences of educational activitiesexpressed by students and parents. The decoding ability was assessed by a wordchain test given at three occasions and was compared with results on a letter chaintest.  Retrospective  interviews  were  performed  with  students  and  parents.  Thedecoding ability tended to improve for most of the students over time, althoughsome of them failed to improve or even decreased their scores, indicating a lackof  environmental  adjustment.  Special  educational  support  was  according  tostudents  and  parents  organised  in  small  and  often  very  heterogeneous  groupswhere  the  students  sometimes  received  adequate  support  but  often  felt  deviantfrom friends in their regular classes. The responsibility for helping the childrenwith  their  schoolwork  was  allocated  to  the  parents.  Research  in  this  areademonstrates the necessity of a well-structured and stimulating learning situation.Yet, the development of these students’ decoding abilities, personal experiences,and  parental  involvement  indicate  that  competence  and  resources  at  schoolregarding children at risk for developing reading difficulties are often lacking in  the Swedish educational system.

Place, publisher, year, edition, pages
London: Routledge , 2010. Vol. 14, no 8, 813-827 p.
Keyword [en]
reading difficulties; decoding ability; teacher competence; student experiences; parental involvement; segregation
Research subject
Special Education
URN: urn:nbn:se:su:diva-51530DOI: 10.1080/13603110902721662OAI: diva2:384895
Available from: 2011-01-10 Created: 2011-01-10 Last updated: 2011-01-11Bibliographically approved

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Heimdahl Mattson, EvaFischbein, SivRoll-Pettersson, Lise
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