As our society changes and technology advances, so do the demands for advanced literacy among both children and adults. For people with dyslexia, this poses a particular challenge, as dyslexia affects the ability to read text. This research project focuses on how adolescents with dyslexia describe and navigate their school-related reading, as well as on the societal debate surrounding children’s and young people’s reading in Sweden. School-related reading, that is, reading connected to schoolwork, constitutes a substantial part of children’s and young people’s reading today. It includes, among other things, printed and digital fiction and non– fiction, instructions, and different types of homework.  
 
As part of the project, qualitative interviews have been conducted with adolescents aged 13–15. The participants have also taken photographs of the places where they read, as well as the formats and tools they use for reading. In addition, a critical document analysis has been conducted to examine how reading by listening is constructed as a problem in Swedish schools.  

The project adopts a rights-based perspective, which means that accessibility and equity are central to the exploration of reading among adolescents with dyslexia. By adopting a rights-based perspective, the project can examine the structures and norms that shape reading among adolescents with dyslexia. The project aims to strengthen the understanding of the needs and conditions related to school-related reading among adolescents with dyslexia.  

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