Students with reading difficulties/dyslexia: a longitudinal Swedish example
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
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.
reading difficulties; decoding ability; teacher competence; student experiences; parental involvement; segregation
Research subject Special Education
IdentifiersURN: urn:nbn:se:su:diva-51530DOI: 10.1080/13603110902721662OAI: oai:DiVA.org:su-51530DiVA: diva2:384895