Istraživanje provedeno u sklopu projekta o utvrđivanju problema čitanja i pisanja kod osoba s poremećajem u ponašanju i izrečenim odgojnim mjerama, potvrdilo je pretpostavku o povezanosti problema čitanja i pisanja i asocijalnog ponašanja kod djece i mladih smještenih u odgojnim domovima i kaznenim ustanovama u Hrvatskoj. Nakon provedenog istraživanja, za spomenute ustanove izrađen je poseban knjižnični program za svladavanje teškoća u učenju, s krajnjim ciljem suzbijanja nasilja kod djece i mladih.
Iskustvo učitelja, odgajatelja, terapeuta i logopeda koji rade s djecom i mladima u navedenim ustanovama, jasno je pokazalo da se upotrebom knjiga koje sadržajem, oblikovanjem i ilustracijama privlače pažnju osoba s poteškoćama u čitanju i pisanju, dolazi do znatnih pozitivnih pomaka u usvajanu jezika i pisma.
Međunarodne “Smjernice za građu laganu za čitanje” donose pravila koja su osnova za prilagođavanje knjižnične građe specifičnim poteškoćama u čitanju i pisanju za različite skupine korisnika s posebnim potrebama. Iako ne postoje gotova rješenja o tome što je na kojem jeziku lagano za čitanje, temeljne postavke u Smjernicama daju jasna pravila koja se trebaju slijediti da bi se postigla obilježja građe lagane za čitanje.The research conducted within the project of detecting the problems with reading and writing which cause behavior problems in young people placed at the juvenile and penal institutions in Croatia, verified the assumption of the connection between the problems of reading and writing and asocial behavior. After the research was conducted, special library program for overcoming difficulties in learning has been prepared with the final aim to suppress violence among children and young adults.
The experience of teachers, educators, occupational therapists and speech pathologists who work with children and young adults in juvenile and penal institutions, has clearly shown the benefits of using printed materials with adapted content, design, and illustrations with the people who have difficulties in reading and writing. These benefits are shown largely through the positive progress in acquisition of language and alphabet.
The international guidebook Guidelines for easy-to-read materials brings the principles which are the basis for adaptation of library materials to specific difficulties in reading and writing for different groups of people with special needs. There are no ready-made solutions about what are easy-to-read materials in different languages, but basic principles in Guidelines give us clear rules which should be followed in order to determine the characteristics of the easy-to-read materials
