In the symposium I want to discuss what students with severe reading and writing problems or dyslexia tell about what help and support they want from their teachers.

The theoretical framework of the study is life world phenomenology, especially focussing on Merleau-Ponty's body concept, the lived body (1962, 1999). Data were produced in recurrent conversations with the nine participants in the study during one academic year. Analysis was carried through hermeneutically.

The results indicate that crucial aspects for those who struggle with reading and writing are that the teacher provides them with time, space and necessary tools for learning. Most important is that the teacher recognizes their striving and supports their experience of I can. To be able to overcome one's literacy difficulties thus appears to be an existential matter.

Since reading, writing, and literacy are of great importance in all educational settings today, as well as at work and for life in society, this study is relevant not only in the Nordic countries but around the world.