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Abstract
This research investigated a special reading class placement for children with dyslexia in the Republic of Ireland. The study compared the literacy attainments of children before and after their reading class placement, and determined in particular children’s views regarding the placement. Participants included 16 children with dyslexia who had completed at least two years or maximum three years in a reading class for children with dyslexia, as well as 14 reading class and mainstream teachers. A case study was utilised to examine the three reading classes using a variety of data collection procedures including standardised assessment results, focus group and group interviews over a sustained period of time. Results indicated that children and teachers were very positive about the placement for children with dyslexia, with both children and teachers reporting academic, social, emotional, behavioural and attitudinal gains for the children in these classes. Findings from quantitative data demonstrated that children made progress in the areas of reading accuracy, comprehension and spelling, during their placement. Interestingly, findings from this study confirm that children who spent three years in the reading class made greater progress in the areas of reading accuracy and reading comprehension than children who spent two years in the reading class. However, there was no significant difference in the spelling achievement gains for children who attended the reading class placement for either two or three years. The qualitative findings revealed children’s increased positive disposition towards their own learning experiences during the special reading class placement and this was reported by both children and teachers alike. However, issues regarding lack of collaborative opportunities between mainstream and reading class teachers, and differentiation of curriculum content in the mainstream classroom remained throughout the placement period.