Reading Development and Reading Disabilities: Focus on Norway

Lyster, Solveig‐Alma Halaas

doi:10.1016/s0735-004x(07)20002-3

Cited by 3 publications

(5 citation statements)

References 20 publications

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“…Thus, when OECD (2012a) points out that the equity aspect of education is a topic of constant interest in many countries, this is in line with Bourdieu's conclusion. Such an interest in equity aspects in education turns out to be the case also in Norway and Sweden (see, e.g., Katalys 2013;Lyster 2007).…”

Section: Discussionmentioning

confidence: 99%

“…Instead, students are enrolled in a school in the geographical area where they live (Kunnskapsdepatrementet 2013) and that could contribute to explaining the smaller between-school variation in Norway compared to Sweden. Researchers in Norway have also pointed out that in spite of Norway being one of the countries spending the most money and resources on education, there are still differences between students' outcomes, sometimes labeled "The Norwegian paradox" (Lyster 2007;Opheim 2004).…”

Section: The School Systemsmentioning

confidence: 99%

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A multilevel analysis of Swedish and Norwegian students’ overall and digital reading performance with a focus on equity aspects of education

Rasmusson

2016

Large-scale Assess Educ

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Background: Influence of external factors in general, and socioeconomic background factors in particular, on traditional reading performance has been extensively researched and debated. While traditional reading is well investigated in this respect, there is a lack of studies on equity aspects related to digital reading achievement, in spite of the fact that time spent on reading from digital devices such as computers, tablets, and smart phones without doubt is increasing all over the world. In the hope of contributing to an area that up until now to a great extent has been left unresearched, the present study aims at investigating to what degree external factors, such as cultural and economic capital, parental pressure, and school choice, are related to 15-year-old students' achievement in digital reading and in overall reading on both the student level and the school level in Norway and Sweden. Methods:To conduct the analysis, multilevel structural modeling techniques have been used on PISA data from the two countries. Results:The results for the Norwegian as well as for the Swedish sample showed that overall reading achievement was related to cultural capital in both countries, as expected, and in line with previous research. An identified digital reading factor, representing the unique aspects of digital reading achievement when overall reading was controlled for, was less influenced by the external factors of cultural and economic capital, and by parental pressure and school type, compared to performance in overall reading. Interestingly, on the school level, it was found that the external factors, school choice, and parental pressure related to overall reading achievement differently in the Norwegian and Swedish samples. School choice influenced overall reading in the Swedish data but not in the Norwegian data, and the opposite pattern was found for parental pressure. Conclusion:In conclusion, it is suggested that the results indicate aspects of inequity in the school systems in Norway and Sweden. However, no influence of background factors on the unique aspects of digital reading ability was found, and a tentative interpretation could be that digital reading ability is not (yet) perceived as a part of a cultural capital.

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Section: Discussionmentioning

confidence: 99%

Section: The School Systemsmentioning

confidence: 99%

A multilevel analysis of Swedish and Norwegian students’ overall and digital reading performance with a focus on equity aspects of education

Rasmusson

2016

Large-scale Assess Educ

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“…The books were analysed according to the use of compound words, double consonants, silent consonants, consonant clusters, silent vowels and words with irregular orthography. The purpose was to ensure an even distribution of linguistical elements that people with dyslexia typically find challenging [3][4][5].…”

Section: Stimulusmentioning

confidence: 99%

“…This cognitive impairment is prevalent in approximately 7% of any population [2], with some variations between languages. The Norwegian written language has a frequent use of double consonants, silent consonants, consonant clusters, silent vowels, and words with irregular orthography, all of which people with dyslexia typically find challenging [3][4][5]. Consequently, learning to read can be demanding for many Norwegian children [4].…”

Section: Introductionmentioning

confidence: 99%

Reading Experiences and Reading Efficiency Among Adults with Dyslexia: An Accessibility Study

Berget

Fagernes

2021

Lecture Notes in Computer Science

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Dyslexia is a common reading disorder that typically affects reading, concentration and short-term memory. Consequently, for people with dyslexia, reading fictional books might be challenging. Several studies have addressed layout and typography of digital texts. Less attention has been directed towards printed books. It has been suggested that e-readers might be beneficial for some people in this cohort. In this study, however, all the participants preferred reading fictional books on paper. This study investigates whether different line lengths affect reading experiences and reading efficiency of people with dyslexia. The overall purpose is to get a better understanding of how to produce accessible books. The experiments involve 20 adults reading excerpts from three fictional books in four different conditions where line length is the only independent variable. A screening-test for dyslexia was applied, in addition to eye-tracking and interviews. The findings indicate that the participants do not prefer narrow line lengths. However, the results show no significant impact of line lengths on reading speed or comprehension. The main conclusion is that line lengths seem to affect reading motivation, but not performance.

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“…Norwegian orthography is defined as semitransparent, which means that there is a quite close relationship between the spelling and pronunciation of words. Although dyslexic Norwegian children are reported to learn to read and write quite easily, dyslexia is still considered a major challenge in Norwegian education (Lyster, ).…”

Section: Introductionmentioning

confidence: 99%

Do autocomplete functions reduce the impact of dyslexia on information‐searching behavior? The case of Google

Berget

Sandnes

2015

Asso for Info Science & Tech

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Dyslexic users often do not exhibit spelling and reading skills at a level required to perform effective search. To explore whether autocomplete functions reduce the impact of dyslexia on information searching, 20 participants with dyslexia and 20 controls solved 10 predefined tasks in the search engine Google. Eye‐tracking and screen‐capture documented the searches. There were no significant differences between the dyslexic students and the controls in time usage, number of queries, query lengths, or the use of the autocomplete function. However, participants with dyslexia made more misspellings and looked less at the screen and the autocomplete suggestions lists while entering the queries. The results indicate that although the autocomplete function supported the participants in the search process, a more extensive use of the autocomplete function would have reduced misspellings. Further, the high tolerance for spelling errors considerably reduced the effect of dyslexia, and may be as important as the autocomplete function.

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Reading Development and Reading Disabilities: Focus on Norway

Cited by 3 publications

References 20 publications

A multilevel analysis of Swedish and Norwegian students’ overall and digital reading performance with a focus on equity aspects of education

A multilevel analysis of Swedish and Norwegian students’ overall and digital reading performance with a focus on equity aspects of education

Reading Experiences and Reading Efficiency Among Adults with Dyslexia: An Accessibility Study

Do autocomplete functions reduce the impact of dyslexia on information‐searching behavior? The case of Google

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