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  4. Using LegiLexi to support reading acquisition in the Swedish compulsory school for students with intellectual disability (ÖLAS)

Using LegiLexi to support reading acquisition in the Swedish compulsory school for students with intellectual disability (ÖLAS)

Research project
Active research
Project period
2024 - ongoing
Project owner
Lisa Palmqvist, Institutionen för pedagogik och specialpedagogik
Financier
Stiftelsen Sävstaholm
Area
Society and economy Education and learning
Topic
Educational Sciences Pedagogy Pedagogical Work Children Disability research Cognitive science Logopedics and phoniatrics

Short description

Students with intellectual disabilities have difficulty learning to read, and many never crack the code. Research indicates that students with intellectual disabilities require targeted interventions with high intensity over an extended period to acquire reading skills.

In the ÖLAS project, we will evaluate how the introduction of the formative assessment tool LegiLexi can support reading acquisition in the Swedish compulsory school for students with intellectual disability. This type of rigorous research approach will result in entirely new knowledge that enhances the rights of students in these schools.
 

The project will investigate reading development through three different sub-studies:

  • Sub-study 1: In what way can a formative assessment tool support reading education in the Swedish compulsory school for students with intellectual disability?
  • Sub-study 2: At what level is students' reading ability in the Swedish compulsory school for students with intellectual disability during their first year?
  • Sub-study 3:
    • a) Can a formative assessment tool improve reading development better than regular instruction in the Swedish compulsory school for students with intellectual disability?
    • b) How does reading ability develop during the first school years for students in the Swedish compulsory school for students with intellectual disability?
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