Being a Dyslectic in Norwegian Secondary School

Autor/inn/en	Lyngsnes, Kitt Margaret; Skjelvåg, Siv Kristin
Titel	Being a Dyslectic in Norwegian Secondary School
Quelle	In: Athens Journal of Education, 9 (2022) 1, S.37-48 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2407-9898
Schlagwörter	Dyslexia; Secondary School Students; Coping; Foreign Countries; Second Language Learning; Second Language Instruction; Educational Experience; Phenomenology; Student Attitudes; Clinical Diagnosis; Learning Problems; Computer Software; Teaching Methods; Technological Literacy; Individualized Instruction; Pedagogical Content Knowledge; Emotional Disturbances; Norway + Suchen Sie Ihr Suchwort? Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Sekundarschüler; Bewältigung; Ausland; Zweitsprachenerwerb; Fremdsprachenunterricht; Bildungserfahrung; Phenomenological psychology; Phänomenologie; Psychologie; Schülerverhalten; Lernproblem; Teaching method; Lehrmethode; Unterrichtsmethode; Technisches Wissen; Individualisierender Unterricht; Pädagogische Kompetenz; Gefühlsstörung; Norwegen
Abstract	Dyslexia is a common learning difficulty. A The purpose of this study is to explore the experiences of young people with dyslexia in secondary school in a Norwegian context and provide insight that might be used to support the students. The research question for the study is as follows: What experiences do dyslectic students have in secondary school regarding their dyslexia? A phenomenological approach was adopted to explore dyslectic students' experiences. Purposive sampling was used to identify 4 young people who met the chosen criteria. The data-gathering tool was individual semi-structured interviews. The data were analysed through a thematic step-by-step analysis process. Four themes with several subthemes concerning the experiences of young people diagnosed with dyslexia emerged. Theme 1: Personal coping strategies related to schoolwork. Theme 2: Foreign language torment. Theme 3: Emotional impact. Theme 4: Struggling with educational support. A main finding of this study is the significance of teacher competence for students with dyslexia. The study has identified the need for teachers to understand the students' learning difficulty, provide alternative tasks and have competence in how to use software teaching aids to support pupils with dyslexia. (As Provided).
Anmerkungen	Athens Institute for Education & Research. 8 Valaoritou Street, Kolonaki, Athens 10671, Greece. e-mail: education@atiner.gr; Web site: https://www.athensjournals.gr/aje
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01