The purpose of this pilot project was to determine the factors or supports that college graduates perceived as helping them to thrive and attempt higher education, despite having a learning disability, specifically dyslexia. Based on the literature review, this pilot study examined the four main kinds of support that most students receive while growing up; including family support, peer support, teacher support, and support from other programs and resources. The specific research question explored: What encouraged or discouraged these now adults in their pivotal growing years in regards to dyslexia? This pilot study used a mixed-methods research design which included an anonymous online survey and interview. With only one interview completed a single-case study was derived. The results of this pilot study are shared, including implications for educators and suggestions for future research. What was found is that all four highlighted sources of support played a role in the lives of the participants. The common thread that wove them altogether was socioemotional support provided by those sources.

<p>In this essay, I will look at three different Compulsory comprehensive schools in one community and I will compare final grades from students who graduated in spring 2006. I will also examine how the three schools work with students, and in what way they approach students with dyslexia/reading- and writing difficulties, so that they could reach goals set by The Swedish National Agency for Education. The aim with this essay is to show differences between schools in the same community and my question is if it is the way you approach students with dyslexia/reading- and writing difficulties that affects the student’s grades and results.</p><p>The study is concentrating on three schools in one community and students with dyslexia and reading- and writing difficulties that went to those schools. I have spoken to remedial teacher at each school about how they approach students with dyslexia/reading- and writing difficulties, what kind of methods the use, how they investigate if a student is in need of special help and how they grade their students who are in need of special teaching because of their learning disabilities. This essay will also present different ways of defining dyslexia and how to approach the pedagogic difficulties that will appear in situations where students with reading- and writing difficulties gets exposed and are in need of special education or help.</p><p>The results of this study can only be connected to those schools that have been studied for this exam. The results can not in any way be generalising for all schools in Sweden. However did the study results show that students that went to school 2 reached higher goals than students that went to school 1 or 3. The study also shows that these schools use different ways to work with students with dyslexia and reading- and writing difficulties. But to compare numbers and grades can’t give a fair picture of how each school work with each student so that they develop those skills and knowledge that is seen as necessary to become a democratic member of the society. Because numbers and grades cant tell anything about the student’s disabilities or what kind of knowledge or skills the student is in possession of. Nevertheless can this study when comparing grades, in the most general way, say that students that go to school 2 are more likely to reach goals that are set by The Swedish National Agency for Education.</p>

In this essay, I will look at three different Compulsory comprehensive schools in one community and I will compare final grades from students who graduated in spring 2006. I will also examine how the three schools work with students, and in what way they approach students with dyslexia/reading- and writing difficulties, so that they could reach goals set by The Swedish National Agency for Education. The aim with this essay is to show differences between schools in the same community and my question is if it is the way you approach students with dyslexia/reading- and writing difficulties that affects the student’s grades and results. The study is concentrating on three schools in one community and students with dyslexia and reading- and writing difficulties that went to those schools. I have spoken to remedial teacher at each school about how they approach students with dyslexia/reading- and writing difficulties, what kind of methods the use, how they investigate if a student is in need of special help and how they grade their students who are in need of special teaching because of their learning disabilities. This essay will also present different ways of defining dyslexia and how to approach the pedagogic difficulties that will appear in situations where students with reading- and writing difficulties gets exposed and are in need of special education or help. The results of this study can only be connected to those schools that have been studied for this exam. The results can not in any way be generalising for all schools in Sweden. However did the study results show that students that went to school 2 reached higher goals than students that went to school 1 or 3. The study also shows that these schools use different ways to work with students with dyslexia and reading- and writing difficulties. But to compare numbers and grades can’t give a fair picture of how each school work with each student so that they develop those skills and knowledge that is seen as necessary to become a democratic member of the society. Because numbers and grades cant tell anything about the student’s disabilities or what kind of knowledge or skills the student is in possession of. Nevertheless can this study when comparing grades, in the most general way, say that students that go to school 2 are more likely to reach goals that are set by The Swedish National Agency for Education.

Dyslexi innebär bestående ordavkodningssvårigheter som anses vara orsakade av nedsättning i fonologiska färdigheter. Till följd av dessa svårigheter har individer med dyslexi ett annorlunda ögonrörelsemönster vid läsning. Individer med dyslexi kan många gånger övervinna sina svårigheter och lyckas i den akademiska världen. Studiens övergipande syfte var att genom en multipel fallstudie undersöka ordavkodning och ögonrörelser hos fem universitetsstudenter med dyslexi. Ögonrörelserna mättes med en dator specialiserad för detta ändamål. En kontrollgrupp av normalläsare (n=20) fördes samman för jämförelse. I föreliggande studie var användning av ordavkodningstest och mätning av ögonrörelser den metodologiska inriktningen. Resultaten visar att alla de fem studenterna med dyslexi har nedsatt ordavkodning och till stor del ett annorlunda ögonrörelsemönster som varierade något dem emellan. De kvalitativa illustrationerna av ögonrörelserna var svårtolkade i jämförelse med de kvantitativa resultaten på testen, dock anses dessa och bakgrundsinformation ge en fördjupad bild av hur en person verkligen läser. Eye tracking- metoden visade sig vara användbar men för ett större forskningsprojekt skulle det krävas att vissa korrigeringar genomfördes. / Dyslexia can be defined as permanent word decoding deficits caused by difficulties with phonological skills. An abnormal eye movement pattern while reading among individuals with dyslexia is a consequence of these difficulties. Many times these individuals overcome their dyslectic difficulties and succeed in the academic world. The purpose of the present study was to investigate five university students with dyslexia through a multiple case study. Word decoding skills and eye movements were measured, and a control group (n=20) was put together for comparison. In the present study, word decoding skills were measured through tests and eye movements were measured by a computer specialized for this purpose. The results showed that the five students have word decoding difficulties and abnormal eye movement patterns which varied to some extent between the five students. In comparison to the quantitative results from the tests the qualitative illustrations of the eye movements were hard to interpret. Although there were difficulties with interpretation, the illustrations and the background information hold significance to understand how a person reads. The eye tracking method in the present study can be useful; however, if more extensive research were to be conducted some modifications would be of importance.

The master thesis is focused on the reading and reading literacy of studentes with specific reading difficulty - with Dyslexia. The target group are students of the second level of primary school. The theoretical part focuses on the definition of the specific learning difficulty, expecially on Dyslexia. It follows not only a general definition and an etiology but also diagnostics in school practice. The center of interest is mainly the support of this group of pupils at school. This text presents the charakteristics of the reading skills and reading and reading literacy that contribute to school success. The thesis is to investigace the support of the reading at primary school. The empirical part is based on the analysis of the quantitative research data. The research focuses on the concept of reading, which is aimed at students of the second level of primary school, while the actual analysis follows possible nuances in the self-assessment component of the students representing the norm and students with Dyslexia. The aim of the research is to capture the current relationship of students to reading with regard to the nature of the support provided. The results of the survey correspond to theoretical findings from professional sources - pupils with dyslexia often consider themselves as weaker...