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Questionnaire results of the longitudinal study of reading development in Kronoberg, Sweden
Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.ORCID iD: 0000-0002-3829-4169
Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
2012 (English)In: Nineteenth Annual Meeting Society for the Scientific Study of Reading July 11-14, 2012 Montreal, Canada / [ed] Chaterine McBride, 2012Conference paper, (Refereed)
Abstract [en]

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

Place, publisher, year, edition, pages
2012.
Keyword [en]
Longitudinal study, Word decoding, Reading disability, Quality of life, Socio-emotional issues
National Category
Psychology Pedagogy
Research subject
Social Sciences, Psychology; Pedagogics and Educational Sciences
Identifiers
URN: urn:nbn:se:lnu:diva-20931OAI: oai:DiVA.org:lnu-20931DiVA: diva2:542298
Conference
SSSR Conference, July 11-14, 2012 Montreal, Canada
Projects
Läsutveckling Kronoberg
Available from: 2012-07-31 Created: 2012-07-31 Last updated: 2017-01-11Bibliographically approved

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Jacobson, ChristerNordström, ThomasSöderberg Juhlander, PernillaFouganthine, Anna
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CiteExportLink to record
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Citation style
  • apa
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