Förhållandet mellan upplevda lässvårigheter och ordförrådet hos högpresterande elever : en studie om elever i årskurs 3 på gymnasiet som aldrig tidigare uppmärksammats som lässvaga.

Sammanfattning: The purpose of this study is to broaden the knowledge about the relationship between experienced reading difficulties and the vocabulary of young people at the age of eighteen who have not previously been noticed by school. The survey is based on interviews with pupils in grade 3 of upper secondary school, whose self-assessments indicate that they experience reading difficulties. Additionally, a standardized vocabulary test is also used. In the study, there is quantitative and qualitative data that, on certain occasions, are measured against a control group. The analysis is based on a socio-cultural perspective and the analysis method used is bricolage. Based on the subject special education, a critical perspective is used, thereby teaching, planning and organization are examined more than the student's abilities.   The combined results show that the students who experience reading difficulties have a less developed vocabulary compared to their peers. They mainly lack low frequency and specialized words such as professional expressions and scientific concepts. The students' overall experience show that they have had very little word knowledge teaching in interaction with their teachers, and they do not have work methods that compensate for their difficulties. Similar results are described in both national and international research. What differs from this study is that the students who have participated have never told anyone about their reading difficulties and that they are high-performing.