This research project focuses on how adolescents with dyslexia describe their school-related reading practices and the tools and strategies they have access to and use for this reading. School-related reading is a large part of children's and youth reading and includes, among other things, printed and digital fiction and
non-fiction, instructions, and different types of homework.

The research methods entail qualitative interviews with adolescents aged 13-15 and photo-elicitation, where the participants take photographs of places where they read and the formats and tools they use for reading. When analysing the material, a rights-based perspective will be adopted, which means that accessibility and equity are central to exploring reading among children and youth with dyslexia. By adopting a rights perspective, structures and norms that shape reading among adolescents with dyslexia can be investigated. The project aims to increase knowledge about, highlight and strengthen the understanding of needs and conditions regarding school-related reading among adolescents with dyslexia.

The research project is Katarina Hagberg's doctoral project and part of the research school ReSource - Transforming Reading and Source Criticism in Digital Cultures.