Dyslexic students’ experiences in using assistive technology to support written language skills: a five-year follow-up

Figures & data

Table 1. Participant background information and reading ability.

Participant	Gender	Grade for AT intervention	Present grade	Sight-word reading^a	Non-word reading^a
1	M	4	9	30	30
2	F	4	8	5	5
3	M	4	9	55	15
4	F	4	9	10	25
5	M	4	7	5	20
6	F	4	8	5	5
7	F	4	8	5	5
8	M	4	9	45	45
9	M	8	3S	–	–

Note: M: male; F: female; S: secondary school.

Some students have spent additional years in the same grade.

^aTwo reading tests were conducted in the present follow-up study. The results are given in percentiles, normed for grade 6: Sight-word reading, A and B: Correctly read aloud words registered, 2 × 45 s. Non-word reading, A and B: Correctly read aloud non-words were registered, 2 × 45 s. The results of A and B in each test were aggregated into a total score per test [49]. Missing value in participant 9.

Table 2. Overview of themes and subthemes.

Theme	Subthemes
1. Contextual factors: facilitators or barriers	(Un)aware access and transitions. Need for environmental adaptations. Continuous or fragmentary support.
2. Emotional responses in the learning environment	Patterns of (non)acceptance of dyslexia and AT. Unwanted attention.
3. Developing meaningful strategies	Adapted listening strategies. Listening strategies cannot be taken for granted. Mixed text production strategies.

Elwér Å, Fridolfsson I, Samuelsson S, et al. LäSt. Test i läsförståelse, läsning och stavning för åk. Hogrefe; 2016. p. 1–6. Available from: https://hogrefe.se/skoldiagnostik/las-skrivdiagnostik/last/.

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