Many students with learning disabilities find it difficult to acquire basic reading skills. This is even more of a challenge for students who are non-vocal. The purpose of the present study was to pilot the use of Headsprout Early Reading (HER), an online reading programme, with four non-vocal students with a severe learning disability (SLD), over the course of a nine-week period.

This article aims to explore the conditions for children’s language and literacy learning in 153 Swedish preschools with children one to five years. Significant differences were found in the quality of the 153 preschools as a whole and the five subscales in ECERS-3, giving children unequal conditions for learning and development in the studied areas.