Secondary outcomes
The time frame is as follows: two time points during baseline phase, two during intervention (months 1, 12, and 18). In the same way as described above, we have a lack of evidence in terms of validity in the following tests in Norwegian, and those assessments were specially developed for this population. Part of this study is focused on providing evidence based on other variables [Recognition of sight words [score ranging from 0 to 10] measured by adapted tests in line with the reading material “Lesing for alle.” Testing in sight words measures the student’s ability to recognize words learned by sight, i.e., words that are difficult to decode. The student must discriminate between one target sight word and three others. The three other words consists both of other novel sight words, words that start with the same first sound as the target word and words of similar form. This test consists of 10 tasks with consonant–vowel-consonant (CVC), CV, VCVC, CCVC, VCCVC, and VCC words.Decoding [score ranging from 0 to 20] measured by adapted tests in line with the reading material “Lesing for alle.” Testing in decoding tests the student’s ability to (1) recognize the letters in the word, (2) associate each letter with its corresponding sound, (3) hold these sounds in sequence in working memory, (4) blend the sounds to determine the word, (5) retrieve the meaning of the word [