[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-593033-105":59,"doc-detail-593033-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","being-a-dyslectic-in-norwegian-secondary-school","Being a Dyslectic in Norwegian Secondary School","","A phenomenological study explores the experiences of young people with dyslexia in Norwegian secondary schools and identifies how dyslexia shapes schooling. Purposive sampling selects four participants, and individual semi-structured interviews generate data analyzed thematically. Four themes with subthemes emerge, covering personal coping strategies, challenges related to a foreign language, emotional impact, and difficulties with educational support. A key finding is the significance of teacher competence for effective adaptive teaching and use of software teaching aids.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/being-a-dyslectic-in-norwegian-secondary-school/593033/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/being-a-dyslectic-in-norwegian-secondary-school/593033.png","ImageObject",300,407,{"name":92,"@type":93},"Aran","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What research question does the study address?","Question",{"text":112,"@type":113},"The study asks what experiences dyslexic students have in secondary school regarding their dyslexia.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were participants selected and data collected?",{"text":117,"@type":113},"Purposive sampling identified four young people meeting the criteria, and data were gathered through individual semi-structured interviews.",{"name":119,"@type":110,"acceptedAnswer":120},"What major finding highlights the study’s implications for support?",{"text":121,"@type":113},"The study finds the significance of teacher competence, including understanding learning difficulties, providing alternative tasks, and using software teaching aids to support pupils with dyslexia.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593033,1792171380,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41,"preview_page_count":4},137455076865,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Being a Dyslectic in Norwegian Secondary School  \nBy Kitt Margaret Lyngsnes * & Siv Kristin Skjelvåg±  \nDyslexia 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:  \nEmotional 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.  \nKeywords: adaptive teaching, dyslectic students, dyslexia, phenomenology, secondary education  \nIntroduction  \nIn Norway nearly all children aged 6-16 attend municipal public schools. Less than 4 per cent of pupils are enrolled in a private school. The compulsory education includes a primary level (grades 1-7, age 6 to 12) and a lower secondary level (grades 8-10, age 13 to 16). The Norwegian national curriculum emphasizes two central principles. One of them is about inclusion building based on the Salamanca Statement, which expresses that all pupils regardless of disabilities or learning difficulties are to have inclusive education to secure equal educational rights (UNESCO, 1994). All children shall attend their local school and be a member of an ordinary class. The other significant principle is about adaptive teaching. Teaching shall be individually adapted, which includes, if necessary, special education. Norwegian pupils are only supposed to receive special education when they do not benefit from the ordinary teaching. Special education is mostly a part time activity, and mainstreaming is the ideal (Haug, 2020) . Sometimes different learning difficulties, behaviour problems or other challenges are detected and become so extensive that the pupils do not benefit from the ordinary teaching. In such cases the school psychological service carries out tests and analysis and writes an expert report about the pupil in question. It is based on this report the  \n*  \nProfessor, Nord University, Norway.  \n±Teacher M.A., Steinkjer Secondary School, Norway.  \n[https://doi.org/10.30958/aje.9-1-3](https://doi.org/10.30958/aje.9-1-3) doi=10.30958/aje.9-1-3  \nlocal school authorities make a formal individual decision concerning whether a pupil shall receive special education in any form and/or be provided different kinds of support and assistance.  \nReading difficulties are among the most common learning difficulties that might lead to extra support in school. Proficiency in reading is a fundamental skill in today’s society. Learning to read is one of the key outcomes ofthe first years in school. Children who have difficulties with reading begin to experience various failures early in their education, and if no support is provided, they might enter a downward spiral that leads to low educational attainment and subsequently poor employment prospects. There are different causes for reading difficulties such as, for example, a lack of schooling, poor teacher competence, mental or hearing impairment, and a series of other factors. One specific reading difficulty is dyslexia.  \nThe aim of","cbCaidsYrUFMg94o","https://ap.wps.com/l/cbCaidsYrUFMg94o","pdf",191043,12,"English","# Introduction\n## Literature Review","[{\"question\":\"What research question does the study address?\",\"answer\":\"The study asks what experiences dyslexic students have in secondary school regarding their dyslexia.\"},{\"question\":\"How were participants selected and data collected?\",\"answer\":\"Purposive sampling identified four young people meeting the criteria, and data were gathered through individual semi-structured interviews.\"},{\"question\":\"What major finding highlights the study’s implications for support?\",\"answer\":\"The study finds the significance of teacher competence, including understanding learning difficulties, providing alternative tasks, and using software teaching aids to support pupils with dyslexia.\"}]","Being a Dyslectic in Norwegian Secondary School | PDF",1792076453]