This paper examines how teachers and librarians are helping children and young people withdyslexia/reading and writing difficulties. The examination has taken place in a small municipalityin Skaraborg County. Seven teachers in the municipal schools and the chief librarian inthe municipal library have been interviewed as well as an advising county librarian.In the municipal schools the pupils have access to literature in easy language and computerswith programs training reading, writing and spelling. In some schools there are textbooks ontape too. In the municipal library and in the county library disabled readers can loan literatureon tape and literature in easy language.The conclusion of the examination is that children and young people with dyslexia/readingand writing difficulties need all sorts of aids in reading and writing. More cooperation betweenteachers and librarians would benefit these pupils.

I denna litteraturstudie jämförs miljöbeskrivningar, karaktärsbeskrivningar, stilfigurer samt intertextualitet i tre olika klassiska litterära verk med motsvarande lättlästa versioner. Syftet med studien är att ta reda på om de lättlästa versionerna går att använda i undervisningen för elever med lässvårigheter för att ge dem en möjlighet att diskutera verken med andra som läst originalversionen. Eller om läsningen av en lättläst version hindrar arbetet för en jämlik utbildning. Resultatet visar att innehållet i de olika versionerna skiljer sig ifrån varandra och att den som läser en lättläst version får med grunderna men det estetiska försvinner. Dessutom visar innehållet att elever som läser en lättläst version har svårt att nå de kunskapsmål som finns i gymnasieskolans läroplan. Slutsatsen är att i valet av litteratur måste läraren utgå ifrån eleverna.

All pupils have an individual reading development and need different forms of support. The aim of this study is to investigate teachers’ experiences of and ideas about the use of easy-reading books when teaching children to read. Data collection was done through four interviews with active teachers representing three schools in a municipality in southern Sweden. The interviewed teachers’ experiences turned out to agree with previous findings: the teachers were favourably disposed towards easy-reading books and considered them important for learning to read. The teachers also thought that it is essential to aim the teaching at the pupils’ own level so that they will develop in their acquisition of literacy. With the help of easy-reading books, pupils who find it hard to learn to read can also be given a chance to develop.