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RESEARCH PRODUCT

The role of part-time special education supporting students with reading and spelling difficulties from grade 1 to grade 2 in Finland

Minna MäkihonkoLeena HolopainenNoona KiuruMarja-kristiina Lerkkanen

subject

media_common.quotation_subjectA moderate amountSpecial educationHealth Professions (miscellaneous)lukeminenEducationspellingreadingReading (process)Developmental and Educational PsychologyMathematics educationerityiskasvatus0501 psychology and cognitive sciencesStatistical analysista516ta515media_commonsupport05 social sciences050301 educationGroup educationoikeinkirjoitusSpellingpart-time special educationPsychology0503 educationReading skills050104 developmental & child psychology

description

AbstractPrevious studies show that many students with reading and spelling problems have a lack of progress in reading and spelling skills after years of special education services. The aim of the study is to evaluate the reading and spelling skills of Finnish children in grades 1 and 2 receiving part-time special education from special education teachers for reading and spelling difficulties (RSD) and for RSD with other learning difficulties. In this study, the focus is in the roles of the form and the amount of part-time special education in reading and spelling skills development. Of 152 children involved in the study, 98 received part-time special education for RSD, and 54 did not have RSD and did not receive special education. The results showed that the reading and spelling skills of students with RSD lagged behind age level and that students with overlapping difficulties exhibited even slower development. Small group education and a moderate amount of part-time special education (approximately 38 h...

10.1080/08856257.2017.1312798https://doi.org/10.1080/08856257.2017.1312798