Doubly challenged students - how can we describe them?

Children struggling with reading e.g. dyslexics seem to perform poorly in the Danish primary and lower secondary educational system compared to their peers (Elbro, 2015). In 2018, a report from the Danish Egmont Foundation showed that students from low SES families that additionally suffer from dyslexia can be labeled as being ‘doubly challenged’. These children are identified later as dyslectic, they get less help in the school system, and less help from their parents. This lead to serious consequences for these children to carry on into secondary education (Egmont Fonden, 2018; Olsen & Schultz, 2010; Hansen, Juul, & Brahe, 2013). The report points to three key areas for action to address these challenges:
● Children with dyslexia from low-income families should have more support in the primary education system
● Parents from low SES families need more knowledge on dyslexia and on how to support their children in using their assistive technology
● Teachers and reading teachers should have more knowledge of dyslexia and experience in using assistive technology in their classroom teaching

Another report showed that teachers, reading guides, and other professionals around these children should gain more knowledge and learn to cooperate (KL, 2015). This led the National Literacy Center in Denmark to seek funding to investigate how the introduction of a mentor for these doubly challenged children could support the schools in taking the children's needs into account.
As a baseline for the project, pretests were taken, and this presentation focuses on the description of the group of doubly challenged students:

What are the characteristics of doubly challenged students focusing on reading and the use of assistive technology?