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

The reading skills of children with reading and spelling difficulties (RSD) lag far behind the age level in the first two school years, despite special education received from special education teachers. Furthermore, the spelling skills of children who in addition to RSD had other learning difficulties also lagged behind their peers in the first two school years. Small group education and a moderate amount of part-time special education (approximately 38 hours per year) predicted faster skill development, whereas individual and a large amount of special education (more than 48 hours per year) were related to slower skill development and broader difficulties.