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- Fouganthine, Anna, 1970-
(författare)
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Dyslexi genom livet : Ett utvecklingsperspektiv på läs- och skrivsvårigheter
- 2012
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The thesis reports a follow-up study from eight years of age to adulthood for a group of students with dyslexic problems compared to a matched group of students without such problems. The empirical basis of the thesis is provided by the research project, Reading Development in Kronoberg, which has been supplemented by data from adulthood in the form of questionnaires, test results and interviews. The thesis comprises three studies. In Study I, the aim is to examine how reading and writing disabilities emerge during the first school years. The Simple View of Reading, was used to classify the poor readers into various subgroups. In Study II, the reading development of students with reading disability was examined at group and individual levels. The theme of Study III is a comparison of the living conditions of adults in a group of dyslexics compared to a group without difficulties, and to investigate how the participants in the study have tackled their problems. The results reveal a development pattern among dyslexic students, with early phonological problems persisting into adulthood in spite of substantial special education measures, in school Baseline performance at eight years of age is by far the best predictor of adult skills. No clearly discernible subgroups were found among the dyslexic students. The result profiles indicate a great variation among the participants, both regarding function and degree of impairment. Nevertheless, a number of students in the dyslexic groups have achieved surprisingly good word decoding abilities. In addition to the degree of impairment, factors such as reading development, the teaching of reading demands for reading and writing in adult life, and individual coping ability affect the outcome of the perceived difficulties. It is of the utmost importance that special needs education in the future be guided by a thorough assessment and follow-up program where manifest reading and writing skills as well as underlying cognitive functions are profiled. Moreover, intervention should follow evidence-based methods in order to prevent educational failure and social maladjustment among pupils. The thesis demonstrates that reading and writing disabilities have major consequences for educational achievement and working life outcomes, in addition to many other aspects of adult livelihood.
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| 2. |
- Jacobson, Christer, et al.
(författare)
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Questionnaire results of the longitudinal study of reading development in Kronoberg, Sweden
- 2012
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Ingår i: Nineteenth Annual Meeting Society for the Scientific Study of Reading July 11-14, 2012 Montreal, Canada.
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Konferensbidrag (refereegranskat)abstract
- The aim of the paper is to present an outline of results from a longitudinal study of reading disabled persons in Kronoberg, Sweden and to address several considerations to develop scientifically well-founded methods. This report presents an outline of group comparisons between reading disabled persons and a control group of normal readers from eight years old in grade 2 until 29 years old at the follow-up study. From a total cohort of 2167 children in grade 2, a sample of 103 children was selected on the basis of different screening tests and was followed through the educational system to the end of upper secondary school. The sample was matched with a control group on age, gender, school class and nonverbal ability. The purpose of the follow up study was to investigate dyslexia's influence on quality of life regarding health and life situation in relation to background factors collected during early school years and adolescence. The reading disabled differed in self-reliance in reading, formal education and reported how the reading impairment had left them with bad memories of the years in school. However, there were no differences between the groups on reported general confidence in their abilities and if they were in control of their lives. Also, there were no differences between the groups on reported psychical health and other factors concerning wellbeing. It seems that the difficulties the reading disabled group reported are isolated to reading and writing activities and not to other areas. The reading disabled has not challenged themselves in higher education as much as the control group. Instead, they prepared themselves for the labour market and an adult living earlier in life than the control group. We suggest that the educational factor explains many of the investigated differences between the groups, such as transitions and raising families. The results also revealed challenges for future research. The cut off score in the extreme lower end of the tail resulted in preponderance for boys
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