![]() Furthermore, the national curriculum (Swedish National Agency of Education, 2019) provides no explicit guidance on early decoding instruction. Recent investigations (Teachers' National Association, 2013) report a lack of specific education in reading methods for teachers at primary school level. However, analogous systematic reading intervention for young struggling readers is still not implemented nationally in Sweden, with negative consequences for children at risk of developing reading difficulties. Nowadays, this highly systematic intervention is an essential part in the Swedish preschool curriculum (Swedish National Agency of Education, 2017). The training was particularly effective at improving the scores of poor performers. Thirty years ago, the Bornholm study (Lundberg, Frost, & Petersen, 1988 Lundberg, Rydkvist, & Strid, 2018) in which preschool children received systematized phonological awareness‐training, showed positive effects on reading and spelling skills in early school years. Consequently, preventing these negative consequences is critical. However, for struggling readers, orthographic reading is challenging (Van der Kleij, Segers, Groen, & Verhoeven, 2019), which leads to long‐term negative personal and societal effects (Hakkarainen, Holopainen, & Savolainen, 2013 Kiuru et al., 2011 Smart et al., 2017). As a consequence of orthographic reading, tuition shifts from learning to read to reading to learn, where reading becomes an important tool for knowledge acquisition and educational outcome (Conti‐Ramsden, Durkin, Simkin, & Knox, 2009 Dockrell, Lindsay, & Palikara, 2011). ![]() Orthographic reading is accomplished through the amalgamation of orthographic and phonological representations (West, 2000) resulting in a rich orthographic lexicon, an essential prerequisite for fluent reading (Rakhlin, Mourgues, Cardoso‐Martins, Kornev, & Grigorenko, 2019). In typical reading development, the child reaches the orthographic reading stage (Frith's model of reading acquisition, 1985 logographic, alphabetic and orthographic) at the end of the second school year (Herrlin & Lundberg, 2014). However, very few explicit guidelines are provided on how this should be accomplished, and there are few instructions regarding which reading methods are effective and how they should be taught. According to the Swedish National Agency of Education ( 2019), for the first three school years, reading tuition should mainly focus on the alphabet, phoneme–grapheme correspondence and reading strategies for comprehension and decoding. In Sweden, formal reading tuition begins when the child starts school at 7 years of age.
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