Additional support for pupils with reading difficulties – a case study

• Main Authors: Yvonne Knospe, Erika Sturk, Parvin Gheitasi
• Format: Article
• Language: English
• Published: Taylor & Francis Group 2021-08-01
• Series: Education Inquiry
• Subjects: reading development; intensive reading; reading support; special needs
• Online Access: http://dx.doi.org/10.1080/20004508.2021.1966886

The importance of reading competence has been increasingly acknowledged in the Swedish educational system, not least through the demands for higher standards in reading in all subjects stated in the national curriculum. Still, in the school year 2018/19, approximately 7% of all Swedish pupils did not achieve the learning goals related to reading competence stated for the subject Swedish in the national curriculum for compulsory school (grades 0–9) (Skolverkets statistikdatabas). In order to identify and support pupils with reading difficulties as early as possible, compulsory reading development assessments are conducted in grades 1, 3, 6 and 9 according to which all pupils displaying a delayed development are to receive additional support. The provision of this support is the responsibility of every municipality, but in what form and to what extent and duration it should be given is not prescribed. The present study aims to give insight into how Swedish policy reforms to improve reading ability among pupils in compulsory school are operationalised in one Swedish municipality during the school year 2018/2019. Further, the study seeks to exemplify how the policy guidelines are implemented at three schools and how policy and practice are related.