Dissertationen: „Specific writing and reading difficulties“

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Lind, Tanja. „Klarspråk i beslutsbrev : En receptionsstudie av hur läsare med respektive utan läs- och skrivsvårigheter förstår och upplever två versioner av ett bygglovsbeslut“. Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-67998.

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This case study uses a reading comprehension test and interviews to investigate how readers with and readers without reading or writing difficulties understand and perceive a decision on building permission in two versions: an original version and a version revised in accordance with the recommendations in a guide to plain language, Klarspråkstestet för beslut. The aim is to contribute to usage guidance on adjusting texts for people with reading and writing difficulties and to study how comprehension and perception differ between those who have reading and writing difficulties and a control group. The study includes twelve participants, half of them with reading and writing difficulties. The theoretical framework of the study is plain language based on adequate simplifications and explanations for the intended recipient. The result shows that there were differences between the groups’ mean scores on comprehension questions when they have read the decision in the original form, but there were no longer any differences between the groups when they had read the version in plain language. Just two people answered all the questions on the reading comprehension test correctly. One of the reasons for this may be that decisions on building permission are a type of decision that can be difficult to understand. Revising such decisions in accordance with the recommendations of the Swedish Language Council can facilitate reading comprehension, but does not automatically mean that the content is correctly understood or that the decision is perceived as being sufficiently adapted to the reader’s perspective. The result of the reading perception test shows that most participants were more positively disposed towards the plain language version of the decision. Another result is that there is a tendency for the last text the informants read to be perceived as better. All the informants’ responses to the questions on perception show that they want to find answers to their questions early in the text. The participants with reading and writing difficulties think that the technical terms should be explained in detail, while the informants without reading and writing difficulties think that these words are sufficiently well explained. The viewpoints expressed about the content show that the informants have different reading goals.

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Bergfride, Malin. „Vi tvingar inte rörelsehindrade att hoppa bock i gymnastiksalen, men vad gör vi med elever med läs- och skrivsvårigheter?“ Thesis, Södertörn University College, Lärarutbildningen, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-779.

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The aim of this essay is to examine how students in 6-9 grade with reading and writing difficulties are treated and supported by teachers and staff at Ideskolan, a community school north of Stockholm. I have chosen to answer the following question:

- How does Ideskolan cope with and support students with reading and writing difficulties

This has in turn generated the following questions:

- How is special education organized at Ideskolan?

- Is a diagnose always needed in order to deploy extra support?

The method I have employed is observation while participating, together with informal talks and interviews. I have visited Ideskolan twice, one week at the time. The material that the visits have generated is the foundation of the essay, supported by previous research in the field.

The essay clarifies what right to special support students have according to law, regulations, curriculum and teaching plans and what they look like in reality at Ideskolan. This paper questions why schools focus on the individual student in these matters instead on the schools organisation and way of working. It might not automatically be the students’ difficulties with reading and writing that limits their continued learning, but rather the schools attitude towards students with special needs. Some ways of working might minimize the difficulties while some can increase them. If so, perhaps a change is in order?

The essay also discusses the role of the special teacher – should she be supporting the students or her colleagues, or both. It also discusses if the teacher training should evolve to better suite the need to handle students with reading and writing difficulties.

Even though Ideskolan recognizes the fact that two – three students in each class suffers with reading and writing difficulties the support to these students are inadequate. The school can excuse it self by saying that there is no “right way to go”, for each student with reading and writing difficulties are unique and there for require different support.

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Eliassi, Kobra. „Skrivsvårigheter hos flerspråkiga elever. : En systematisk litteraturöversikt över orsaker, identifiering och pedagogisk praktik“. Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-106185.

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Syftet med denna studie är att ge en översikt över forskning om skrivsvårigheter hos flerspråkiga elever. Forskningsfrågorna som besvaras i studien är vilka orsaker som ligger bakom skrivsvårigheter hos flerspråkiga, hur orsakerna till skrivsvårigheter hos flerspråkiga identifieras och hur den pedagogiska praktiken kan utformas för att stötta flerspråkiga elever med skrivsvårigheter. För att besvara dessa forskningsfrågor har jag gjort systematiska sökningar efter relevant forskningslitteratur och därefter kritiskt granskat och sammanställt sex forskningsartiklar. Forskningen visar att det kan finnas flera orsaker till skrivsvårigheter hos flerspråkiga. Orsakerna kan kopplas till såväl bristande språkfärdighet i andraspråket som dyslexi, men svårigheterna kan också bero på annan funktionsnedsättning och psykosociala faktorer. Vidare visar forskningen att identifiering av skrivsvårigheter hos flerspråkiga kan vara problematisk eftersom det kan vara svårt att bedöma om flerspråkiga elevers läs- och skrivsvårigheter beror på tillägnandet av andraspråket eller om det är dyslexi eller andra kognitiva eller kulturella problem som är orsaken. I forskningen betonas att lärarens kompetens är den mest betydelsefulla faktorn för en gynnsam läs- och skrivutveckling i skolan.

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Blakkisrud, Sara. „Läs-och skrivsvårigheter/dyslexi : -nu och förr“. Thesis, Karlstad University, Faculty of Arts and Education, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-683.

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Abstract

The purpose with this essay is to get an insight on how the school has changed over the past years in terms of reading- and writing difficulties/dyslexia. In the literature studies I mention reading- and writing difficulties and the reasons why some people get these problems. Further on in the literature study it is written about what the education act and the curriculum say about the school’s duties towards pupils in need of special support.

The result contains interviews with one language pedagogue and one special pedagogue who work in two different municipalities. In addition I interviewed two former pupils who went to school 15-20 years ago.

I came to the conclusion that today’s schools have changed to the better for the pupils with difficulties. During the 1990’s the problems around dyslexia was getting attention in the society. This made the school more aware about reading- and writing difficulties/dyslexia and gave them more knowledge about the difficulties.

Sammandrag

Syftet med denna uppsats är att få en inblick i hur skolan har förändrats under de senare åren vad gällande elever med läs- och skrisvårigheter/dyslexi. I litteraturgenomgången tas läs- och skrivsvårigheter/dyslexi upp och vad det finns för bakomliggande orsaker till varför vissa personer får dessa svårigheter. Vidare står det om vad skollagen och läroplanen säger om skolans skyldigheter till att hjälpa elever i behov av särskilt stöd.

Undersökningen som behandlades i resultatet omfattade intervjuer med en språkpedagog och en specialpedagog som är verksamma i två olika kommuner samt intervjuer med två före detta elever med dyslexi som gick i skolan för cirka 15-20 år sedan.

Resultatet av undersökningen visade på att dagens skola har förändrats till det bättre för elever med dessa svårigheter. Under 1990-talet uppmärksammades dyslexiproblematiken i samhället vilket gjorde att skolan blev mer medveten och fick kunskap om läs- och skrivsvårigheter/dyslexi.

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Rais, Ing-Marie, und Anna Blomqvist. „Läs- och skrivsvårigheter : Elevers upplevelser av sin studiesituation på gymnasieskolans yrkesförberedande program“. Thesis, Linnéuniversitetet, Institutionen för teknik, TEK, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-8677.

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Den här studien vill synliggöra elever med läs- och skrivsvårigheter och deras situation på yrkesförberedande gymnasieprogram. Studien är baserad på kvalitativa halvstrukturerade intervjuer med kvinnliga elever som studerar vid yrkesförberedande gymnasieprogram. Resultatet belyser det stöd och bemötande som eleverna upplever från skola, familj och kamrater. Ett tydligt resultat i denna studie är brist på information från lärare till elever om tillgängliga kompenserande hjälpmedel. I slutsatsen presenteras förslag på utvecklingsprojekt mellan berörda parter i skolan för att förbättra måluppfyllelsen för elever i behov av särskilt stöd.

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Stenberg, Christel, und Nina Fjeldly. „"Spindeln i nätet och nageln i ögat" : Speciallärares kartläggning och identifikation av nyanlända elever med troliga specifika språk-, skriv- och lässvårigheter“. Thesis, Malmö universitet, Institutionen för skolutveckling och ledarskap (SOL), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-44266.

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Syfte och frågeställningar Examensarbetets syfte är att bidra med kunskaper om hur några speciallärare kartlägger och identifierar nyanlända elever i grund- och gymnasieskolan med troliga specifika språk-, skriv- och lässvårigheter, såsom språkstörning och dyslexi, till skillnad från mer vanliga andraspråkssvårigheter som uppstår i mötet med det nya språket. Vi vill lyfta några speciallärares uppfattningar och beskrivningar om kartläggning till ytan och öka förståelsen hos berörda aktörer inom och utanför skolan. Målet är att utveckla och stärka de rutiner som omgärdar speciallärares befintliga arbete med denna elevgrupp så att nyanlända i behov av särskilt stöd bereds större möjlighet till specialpedagogiskt stöd. Examensarbetet är ett litet bidrag till ett mycket större forskningsfält som handlar om att främja inkludering och motverka utanförskap. Våra frågeställningar är: - Hur får speciallärare kännedom om nyanlända elever med språksvårigheter? - Vilka metoder och verktyg använder sig speciallärare av för att identifiera nyanländamed troliga specifika språk-, skriv- och lässvårigheter? - Vad krävs för att en nyanländ elev med språksvårigheter ska få specialpedagogiskt stöd? Teori Resultatet speglas mot den sociokulturella teorin samt kritiskt- och dilemmaperspektiv. Metod Metodansatsen är en kvalitativ intervjustudie med en fenomenologisk ansats. Datainsamlingsmetoden består av semistrukturerade intervjuer med företrädesvis speciallärare med, mer eller mindre, erfarenhet av arbete med nyanlända elever. Analysmetoden är en kvalitativ innehållsanalys. Resultat Examensarbetets resultat visar på vikten av att rektor/skolan/huvudman har rutiner runt de nyanlända och flerspråkiga eleverna. Det visar dessutom att speciallärare måste inse sin betydelse och definiera sin roll i de nyanlända och flerspråkiga elevernas lärmiljöer för att möjliggöra för elevgruppen att få specialpedagogiskt stöd vid behov. Samverkan på olika nivåer, i och utanför skolans organisation, och dialogen aktörer emellan är själva motorn i speciallärares arbete med att identifiera nyanlända elever med troliga specifika språk-, skriv- och lässvårigheter. Att vara en “spindel i nätet” mellan olika aktörer och “en nagel i ögat” på ledningen med stöd av forskning. Likställt är de materiella verktyg, eller artefakter, som speciallärare använder sig av för att kartlägga elevernas svårigheter och behov. I relation till testmaterial har examensarbetet synliggjort att det i nuläget inte finns några flerspråkiga språktest som är helt tillförlitliga. Det finns därför inga skäl för speciallärare, rektorer med flera att invänta en eventuell logopedutredning om det enda skälet är att eleven ska tillhandahålla specialpedagogiskt stöd som den enligt Skollagen (SFS 2010:800) är berättigad till oavsett. Det får som konsekvens att om en nyanländ elev, efter en kartläggning/bedömning med hänsyn tagen till dess första- och andraspråk, tycks ha specifika svårigheter ska ett specialpedagogiskt stöd ges! Specialpedagogiska implikationer Specialpedagogiska implikationer berör framförallt avsaknaden av tillförlitliga flerspråkiga språktester. Forskningen visar att en specifik svårighet inte är isolerad till ett språk utan visar sig på/i samtliga språk. Den visar också att desto tidigare en svårighet identifieras och adresseras desto tidigare kan adekvata insatser sättas in. Avsaknad av rutiner kring den specialpedagogiska verksamheten i ärende som rör nyanlända är dessutom en källa till frustration som flera informanter förmedlar. Denna pedagogiska sårbarhet (Bruce, 2018), där vänta-och-se-attityder, nån-annan-ism och låga förväntningar förekommer, försätter eleven i språklig sårbarhet (Bruce, a.a). Samtal på olika nivåer i verksamheten, med varje nyanländ elevs bästa för ögonen, är därför av avgörande betydelse. Skolverkets obligatoriska ”Kartläggning av nyanlända elevers kunskaper” är att betrakta som ett viktigt underlag för dessa samtal. Det är således dags att uppdatera de rutiner som håller tillbaka och fördröjer insatser som skulle kunna stötta elevgruppens språk- och kunskapsutveckling.

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MONAUNI, ANNA. „DIFFERENZIAZIONE DIDATTICA E ALUNNI BILINGUI FIGLI DI MIGRANTI CON POSSIBILI DISTURBI SPECIFICI DELL'APPRENDIMENTO“. Doctoral thesis, Università Cattolica del Sacro Cuore, 2021. http://hdl.handle.net/10280/95895.

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Due sono le constatazioni di base che guidano questo elaborato: la complessità che caratterizza le odierne classi richiede agli insegnanti di differenziare la proposta didattica; spetta al docente saper individuare eventuali difficoltà di apprendimento e/o disturbi specifici (DSA) al fine di favorire un percorso scolastico rispettoso delle peculiarità di ciascuno. Cosa succede, però, quando lo studente con DSA è di origine migratoria ed è bilingue? Il disturbo ha reali basi neurobiologiche o è piuttosto correlato alle fatiche di veicolare l’apprendimento attraverso una lingua diversa da quella parlata in ambito familiare? Il dato da cui partire è quello rilevato in letteratura in merito alla scarsità, in ambito nazionale, di test clinici per DSA strutturati e standardizzati su chi parla più di una lingua. Da ciò consegue la necessità di implementare un’azione a monte, al fine di migliorare l’appropriatezza degli invii ai Servizi Sanitari o agli Enti accreditati: un percorso da attuare con il personale docente. A questo scopo l’indagine intende favorire tra gli insegnanti una corretta informazione circa la distinzione tra disturbo specifico dell’apprendimento e difficoltà di letto-scrittura in alunni bilingui figli di migranti. Inoltre, l’insegnante è chiamato ad appropriarsi di una forma mentis capace di cogliere in maniera attenta e rispettosa le peculiarità di ciascun allievo, unico nella sua arricchente diversità: un insegnante flessibile, disposto a sperimentare una didattica di tipo differenziato.
This thesis is based on two fundamental observations: nowadays classes are becoming ever more complex and diverse. Therefore, teachers must diversify the didactic proposal. It’s up to the educator to identify any learning difficulties and / or learning disabilities (LD), in order to favor a scholastic path that respects the peculiarities of each pupil. What happens, however, when the students with LD come from an immigrant family and they are bilingual? Does the disorder really have a neurobiological bases? Or is it rather related to the effort of learning through a language that is not the native language for the children? The starting point is the one found in literature regarding the national scarcity of clinical tests for LD structured and standardized on those who speaks more than one language. For these reasons it is needed an upstream action, in order to make the advice of teachers more specific towards those children with difficulties who have to undertake a diagnostic assessment process. That is why it is important to encourage greater awareness among teachers and correct information about the difference between specific learning disabilities and reading-writing difficulties in bilingual learners with a migrant background. Furthermore, the inclusive teacher must have a mindset aimed at knowing in a careful and respectful way the peculiarities of each student. Every child is unique in its enriching diversity: we need a flexible teacher, motivated to implement the differentiated instruction.

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Wäring, Carolina. „Läs- och skrivsvårigheter : En kvalitativ studie om hur grundskollärare i åk 2 och 3 arbetar med läs- och skrivsvårigheter“. Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-67584.

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Syftet med denna studie är att undersöka hur grundskollärare i årskurs 2 och 3 arbetar med läs- och skrivsvårigheter. Samt att undersöka vad grundskolan kan ge för resurser för att hjälpa dessa elever. Materialet till denna studie har samlats in med hjälp av den kvalitativa metoden intervju. Under intervjun har jag tagit hjälp utav en föreställningskarta. En föreställningskarta är ett redskap som skapar en lättare förståelse för respondenten. Det blir djupare svar och jag som intervjuar blir en bättre lyssnare. Jag har intervjuat fyra stycken grundskollärare från årkurs 2 och 3 samt en rektor från en grundskola. Resultaten av denna studie tyder på att lärarens kompetens, metoder och skolans resurser är av stor vikt kring elever med läs- och skrivsvårigheter.
The purpose of this study is to investigate how primary school teachers in grades 2 and 3 work with pupils with reading and writing difficulties, and what resources primary school can provide to assist these students. To answer this purpose, I conducted a qualitative interview method, the performance map. This is a tool that creates a broader understanding of respondents. The answers will be more profound and the interviewer will be a better listener. I have interviewed four primary school teachers from grade 2 and 3, as well as a principal, all from the same primary school. The results of this study indicate that the teacher`s competence, reading and writing methods and school resources are of great importance when working with students who has reading and writing difficulties.

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Peters, Sandra Jane. „Reading recovery and children's writing : developing the writing of children with literacy learning difficulties“. Thesis, University College London (University of London), 1998. http://discovery.ucl.ac.uk/10006606/.

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This thesis comprises a three-part longitudinal study of a one-to-one literacy intervention programme for children having difficulty reading and writing after one year at school. The programme, named Reading Recovery and founded by Marie Clay, consists of daily half-hour lessons taught by a teacher trained to diagnose and support children's problem-solving approaches to reading and writing. Children's writing development in Reading Recovery is the main focus of this thesis. The first two sections of the thesis review writing development, the Reading Recovery programme, and scaffolding. The third section presents a year long comparison of Reading Recovery children's writing with the writing from a comparison group of children who scored equally low on a battery of tests but who did not receive tutoring. Writing samples from classroom activities were collected from children in both groups, divided into four phases through the year and were scored on a scale by two raters. Statistical analyses showed improved performance by children in Reading Recovery on five dimensions of writing criteria with six levels of attainment. This development emerged in the latter part of the year and indicates that Reading Recovery children successfully transfer their increasing ability and independence to other writing events where the Reading Recovery teacher is not present to provide intensive support. This section also includes the second empirical study, an investigation into children's views on literacy. An interview on writing and reading was conducted with children in both groups at the end of the longitudinal studies. Findings indicated a greater metalinguistic awareness and level of sophistication of word awareness and analysis in the Reading Recovery children's approach to print. The fourth section of the thesis explores the interactive structure of Reading Recovery lessons. Clay claims the programme is consistent with the principles ofVygotsky's theory on the acquisition of cultural tools. More specifically Clay and Cazden (1990) have shown how the features of Reading Recovery lessons exemplify the scaffolding of learning based on assessment of each child's current reading strategies and techniques for moving the child towards independence in writing and reading. In this year-long observation, Reading Recovery lessons were studied using a sample of 17 children taught by seven trained teachers. The writing episodes of the lessons were qualitatively analysed. Teacher utterances were categorised and text-generation topics and styles, talk-cycles and rehearsal routines were identified. These are discussed in the light of the scaffolding literature. Although the writing episodes conformed to many aspects of scaffolding, some reconceptualisation is necessary to take account of the dynamic nature of literacy learning in contrast with scaffolding within brief, experimental tasks. In the light of the findings from the three studies and drawing them together, teaching and learning strategies are discussed, the importance of the process of learning to write is emphasised and recommendations for further research are made.

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Solagha, Omta Zoi. „Writing Difficulties in the Swedish ESL-Classroom : How teachers of English deal with students’ writing difficulties“. Thesis, Stockholms universitet, Institutionen för språkdidaktik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-94207.

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This study covers a research within the area of writing difficulties in the ESL classroom (English as second language). This essay aims to look at teachers’ attitudes towards working with writing difficulties and also how teachers deal with this issue in the classroom. The data for this study was collected through the qualitative method; interviews and observations. The informants who participated in this study are English teachers, working in year 7-9. The observations were conducted during the informants’ lessons. Previous research has also been used in this study in order to establish the teachers’ work within writing. The study shows that the teachers feel that it is challenging to work with students who have writing difficulties, since those students might be unmotivated. However, the informants believe that teachers need to motivate their students to write more, in order to achieve development. Moreover, the study shows that teachers do not use any specific method when working with writing, instead they try to see what the students have difficulties with, and subsequently find solutions based on the individual’s needs.

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Dusek, Wolfgang Anton. „Treatment of Binocular Vision Anomalies that Underlie Reading and Writing Difficulties“. Thesis, University of Ulster, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.564499.

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The importance of good vision for acquiring a sound fundamental base in reading and writing skills, in early years, has implications for scholastic achievement and future prospects in adult life. Where the underlying problems in children, who have difficulties in school, are not related to intellect, the ocular and visual systems need to be examined. This thesis is based on observations of 1153 school-children, aged from 7 to 14 years, who had been found to have problems with reading and writing but had no intellectual impediments to learning. The results have shown that the vast majority 72% of these children demonstrate binocular vision problems that can be treated. Treatment options for convergence insufficiency and convergence excess were trialled. It was found that prismatic correction, reading glasses and muscle exercise therapy were effective. Reading speed and efficiency could be improved to normal levels within a period of four weeks. These findings indicate that there is significant plasticity in the visual systems of the eyes of children and that any dysfunctions should be rapidly treated. The thesis has also shown the basis on which the level of prismatic correction is derived. It is also the first to show a comparison of calibrated reading tests in German and English. The physiological mechanisms in the developing and growing eye may have an influence on other measures. Muscular forces within the eyeball (controlling accommodation) and externally placed (controlling eye movements) may have an influence on the pressure with the eye. Little is known about the normal variations with age in intraocular pressure in children. This study has shown that there is an age-related increase in intraocular pressure that plateaus after age 9 and that there are differences between children with binocular vision problems and controls. Reasons for these differences are discussed and further investigations suggested.

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Lumadi, Thabelo Zacharia. „Teaching strategies that teachers use to improve reading and writing in English as first additional language : case study“. Thesis, University of Limpopo, 2016. http://hdl.handle.net/10386/1763.

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Thesis (M. Ed.) -- University of Limpopo, 2016
This study reflects on the teaching strategies that that teachers use to improve reading and writing in English FAL in the Acornhoek area of Mpumalanga Province. Since the study wanted to have an in-depth understanding of the strategies that teachers use to improve reading and writing, a qualitative methodology was used. It is within this methodology that a case study was adopted whereby three methods of data collection were used, namely: interviewing, observation and documents. Two schools were selected as sites for the study by means of purposive sampling. The participants interviewed included teachers and learners. The documents consulted included learners class work books, assignments and tests scripts. The researcher also observed lessons that were presented by the teachers. This study found that learners have difficulties in reading and writing, for example, they cannot punctuate, pronounce and spell words correctly. Furthermore, the study also found that teachers were not trained to deal with reading and writing difficulties. This is manifested by the strategies that they use to improve reading and writing, for example, lack of use of repetition which they claimed to use during interviews. KEY WORDS Reading, Writing, Difficulties, Strategies, Constraints, Improve

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Linby, Emma. „Läs- och skrivsvårigheter - en pedagogisk studie. Reading and writing difficulties - a pedagogical study“. Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33444.

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I min uppsats beskriver jag problematiken kring att ha läs- och skrivsvårigheter, vad det kan bero på, hur skolan kan agera och hur pedagogen sedan kan hjälpa individen med sin inlärning när det kommer till att hantera text, antingen att själv skriva den eller kunna läsa den.När eleverna gör få framsteg trots stora hjälpinsatser leder det självklart till en enorm frustration hos eleven, föräldern men även pedagogen. Genom att arbeta i team med insatser från pedagogiken, psykologin och psykiatrin kan pedagogen få en större bild av individen och se såväl möjligheter som svårigheter hon har. Jag har valt ut texter som tar upp problematiken kring dyslexi, det vill säga som förklarar vad dyslexi är och vad det kan bero på utifrån de olika synsätt som finns. Jag har även använt mig av böcker som tar upp olika pedagogiska arbetssätt som inriktar sig på läs- och skrivinlärning/träning och statliga utredningar såsom Konsensusrapporten som tar upp problematiken kring dyslexi och den utbildning som bedrivs för dessa elever i skolan.Jag har i min uppsats gjort en intervju med två specialpedagoger för att få en djupare förståelse för det arbetssätt som bedrivs i skolan för elever med läs- och skrivsvårigheter. Utifrån intervjuerna samt den litteratur jag tagit mig an har jag dragit slutsatsen att en tidig insats är det optimala för den dyslektiske elevens vidare utveckling för att knäcka läskoden.

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Lappas, Nicolaos J. „Specific learning difficulties in Scotland and Greece : perceptions and provision“. Thesis, University of Stirling, 1997. http://hdl.handle.net/1893/2136.

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In this thesis I set out to explore the area of specific learning difficulties, an area of conflicting theories, understandings, policies and provision. The purpose of this comparative research in such a heavily debated area was to illuminate the commonalities and differences which can be observed across countries. Comparative research in a policy related area has a long tradition. However, Greece and Scotland provided two different cultural and educational backgrounds which made the comparisons particularly interesting. The nature of, as well as the provision for, specific learning difficulties is investigated in this research through the eyes of those involved. The perceptions of policy agents, head teachers, learning support teachers, mainstream teachers, parents and pupils, as well as the underlying constructs evident in policy documentation and literature in both countries, provided the data on which this thesis was based. This thesis seeks to compare current policies and provision in Scotland and Greece, to investigate the discrepancies between policy and provision, to highlight the differences in perceptions about the nature of specific learning difficulties among the different groups within and between the countries, and to identify factors which might have influenced these perceptions and the current provision. In addition, as both countries are members of the European Union, the impact that the EU had in forming the current policies or provision is also examined. The case-study schools were selected by policy agents in Scotland and from a list provided by the Ministry of Education in Greece. Case-study pupils were selected by the learning support teachers of the schools selected, or the head teachers using the learning support teachers files. The aim was that no preconceptions held by the researcher about the nature of specific learning difficulties influenced the selection of the case-study schools and/or pupils, consistent with the ethnographic principles of investigation. The data was gathered through semi-structured interview schedules which, although they maintaineda structure, allowed the respondents to play the leading role. The interviews were supported by observation of the case-study pupils, from which examples were drawn to use as exemplification during the interviews. Relevant policy documents and literature, not only those explicitly about specific learning difficulties but also those rather more generally about special educational needs were also studied and compared with the constructs held by professionals and consumers. The findings of this study indicated that culture, societal and educational context had influenced the perceptions of, and the provision for, specific learning difficulties. This was highlighted by the fact that the differences among the various groups within the same country were substantially less distinctive than those between Scotland and Greece. These differences highlighted the `inclusive' Scottish society, supporting the notion of `rights' of individuals, whilst in Greece the attitudes were focused on `exclusion' and the `protective' role of the family. The educational systems also played a significant role; the Greek system is heavily hierarchical, with a prescriptive curriculum based on knowledge and delivered by common-to-all books which focus on the `average' child. In contrast, the Scottish system has been characterised as task-oriented and able to differentiate according to children's needs. In addition, the Scottish curriculum is designed for all pupils, and includes guidelines for 'support for learning' targeted at those with special educational needs. The distinctiveness of the Greek and the Scottish societies and educational systems was reflected in the different understandings of special educational needs. In Scotland, they were seen as a continuum of needs including specific learning difficulties. In relation to specific learning difficulties the location of problems was perceived to be to a large extent within the learning environment and, in conjunction with the dominance of the `rights' discourse, responsibilities were placed explicitly on mainstream and head teachers as well as learning support. The latter's role was perceived as co-operative teaching and consultancy. In Greece, concerns were raised about the system itself and its limitations. Characteristics of this system were the lack of clear responsibility on the part of head teachers, and the lack of co-operation between learning support teachers (regarded as responsible for specific learning difficulties) and mainstream teachers. The construct of special educational needs as set of categories of impairment, the distinctive special and general education systems, the provision for specific learning difficulties in 'special classrooms' and the locus of the problem perceived to be within the child, all reflected the dominant position of the 'medical and charity' discourses in the society. In conclusion, although the aim of the education systems has been stated as being `inclusive' education in both Greece and Scotland, I argue that the two countries are at different points, closer or further apart, from their goal. However, the complexity of the various factors involved in the educational development of the two countries presented in this thesis makes a linear comparison a simplistic one, and hence unsuitable. Nevertheless, as both Greece and Scotland reiterate their objective towards "one school for all", a goal set also by the EU, the latter's impact in Greece is stronger. EU acts through its role as `expert' and co-ordinator of exchanges and by funding projects to support inclusive education. This comparative research has indicated how studies of this kind can raise the awareness of the impact of characteristics of national societies on an area of education which has common rhetoric ('inclusion') across countries but where practice and provision can look very different `on the ground'.

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Källeskog, Eleonor. „Reading Recovery - A Second Chance to Learn : An Early Intervention Program to Reduce Reading and Writing Difficulties in New Zealand“. Thesis, Linköping University, Department of Educational Science (IUV), 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-7265.

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Reading Recovery är ett vida spritt, individcentrerat men reproducerbart program för de svagaste eleverna efter sitt första skolår. Reading Recovery har sitt ursprung på Nya Zeeland, där professor Marie Clay med kollegor med början under 1970-talet bedrev omfattande läsforskning.

Den enskilda undervisningen sker enligt en strukturerad lektionsram under 30 minuter dagligen. Programmet bygger på genomgripande utbildning och kontinuerlig fortbildning av redan framgångsrika grundskollärare för att rusta dem för att fatta individuella, pedagogiska beslut med syfte att accelerera läs- och skrivinlärningen hos de utsedda barnen. Eleverna stimuleras att lära sig läsa och skriva genom att främst läsa korta, intresseväckande böcker samt engageras i anslutande skrivande. Betoning ligger på att eleverna ska bli självständiga och utveckla metakognitiva strategier. Elever väljs ut till Reading Recovery genom klasslärarens rekommendation samt utifrån elevens resultat på en omfattande serie tester inom den s.k. Observation Survey of Early Literacy Achievement; en observation av den tidiga läs- och skrivförmågan. Vanligtvis erbjuds Reading Recovery-undervisning till de 20 procent på respektive skola, vilka uppnått lägst resultat på ovanstående tester. Det grundläggande syftet med programmet är att reducera antalet elever med grava svårigheter att utveckla läs- och skrivförmåga samt att minimera kostnaden för deras utbildning.

En majoritet av eleverna i Reading Recovery når avsedda mål och i internationella jämförelser ligger Nya Zeeland vanligen bland de högst rankade länderna i läsning. Samtliga av mina respondenter vittnade om de stora fördelarna med Reading Recovery. Enligt mina observationer stämmer pedagogernas faktiska utförande väl överens med programmets ursprungliga teoribas.

Reading Recovery is a widely disseminated, replicable, early intervention program for the lowest performing first-grade students. Originally, Marie Clay and colleagues constructed Reading Recovery in New Zealand on the base of broad research from the 1970’s and onwards. It utilizes a uniform lesson framework and extensive professional development to help already successful teachers make individual, instructional decisions designed to accelerate the literacy learning of the selected children within one-to-one, 30-minute daily lessons. The children are stimulated to learn to read and write by reading and writing. Short stories are used and writing activities are connected to reading. Emphasis is on teachers guiding children to be independent and learn metacognitive strategies.

Reading Recovery students are identified for services based on teachers’ recommendations and the students’ performances on the Observation Survey of Early Literacy Achievement, with a number of wide-ranging assessments. Usually, students who score at or below the 20th percentile on the survey at a particular school are provided the intervention.

The fundamental purpose of the program is to reduce the number of students who have severe difficulty developing literacy skills and to reduce the cost of educating them. A majority of the Reading Recovery students do reach the intended goals and in international comparative studies New Zealand usually is among the top ranking countries in reading.

All my interviewees testified of the great advantages of Reading Recovery and, according to my conclusions, actual practice is well correlated with theory.

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Booth, V. H. A. „A comparative study of educational techniques alone and in combination with Delicato techniques with children having reading and writing difficulties“. Thesis, University of Southampton, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.382507.

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Burnes, S. M. „The use and efficacy of a typology of reading disorders in implementing different remediation strategies for children with specific reading difficulties“. Thesis, Swansea University, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.636183.

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This is a study of the value of a typology of the specific reading difficulties for providing guidance in the selection and implementation of remedial tuition. The review of the literature led to the postulation of three null hypotheses. First, that there would be no difference between children with specific reading difficulties treated by a remedial programme, and those who were not. Secondly, that underachieving and low achieving readers would not differ in their response to the same treatment. Thirdly, that the efficacy of the two remediation programmes used would not be significantly different (as evidenced by the reading performance of subjects treated by each method in comparison with their respective controls). Data were gathered by the implementation of two different approaches to remediation with children who were members of four subtypes of specific reading difficulties. The intervention was preceded and followed by the administration of five reading tests to record any change in performance that may have occurred during the intervention period. Statistical analysis of the data found there to be insufficient evidence to reject any of the null hypotheses posed. Although the findings failed to demonstrate clearly the efficacy of intervention, it was found that there was a differential response to the same treatment by members of different subtypes. Therefore it is argued that remediators need to take account of the heterogeneity amongst children with specific reading difficulties when prescribing treatment. The findings also indicate that underachieving and low achieving members of the same subtype do not differ significantly in their response to remediation. Finally it is concluded that, for typologies to be of value in aiding remediation, care must be exercised in the choice and testing of variables to form the basis of the typology, and in the interpretation of the resulting classification.

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Smith, Alan J. „Children with specific learning difficulties of mathematics and reading behavioural, emotional, and social problems : and research portfolio /“. Thesis, Connect to e-thesis, 1997. http://theses.gla.ac.uk/1071/.

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Andersson, Christel. „En kommun - Tre grundskolor“. Thesis, Södertörn University College, Lärarutbildningen, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-1008.

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In this essay, I will look at three different Compulsory comprehensive schools in one community and I will compare final grades from students who graduated in spring 2006. I will also examine how the three schools work with students, and in what way they approach students with dyslexia/reading- and writing difficulties, so that they could reach goals set by The Swedish National Agency for Education. The aim with this essay is to show differences between schools in the same community and my question is if it is the way you approach students with dyslexia/reading- and writing difficulties that affects the student’s grades and results.

The study is concentrating on three schools in one community and students with dyslexia and reading- and writing difficulties that went to those schools. I have spoken to remedial teacher at each school about how they approach students with dyslexia/reading- and writing difficulties, what kind of methods the use, how they investigate if a student is in need of special help and how they grade their students who are in need of special teaching because of their learning disabilities. This essay will also present different ways of defining dyslexia and how to approach the pedagogic difficulties that will appear in situations where students with reading- and writing difficulties gets exposed and are in need of special education or help.

The results of this study can only be connected to those schools that have been studied for this exam. The results can not in any way be generalising for all schools in Sweden. However did the study results show that students that went to school 2 reached higher goals than students that went to school 1 or 3. The study also shows that these schools use different ways to work with students with dyslexia and reading- and writing difficulties. But to compare numbers and grades can’t give a fair picture of how each school work with each student so that they develop those skills and knowledge that is seen as necessary to become a democratic member of the society. Because numbers and grades cant tell anything about the student’s disabilities or what kind of knowledge or skills the student is in possession of. Nevertheless can this study when comparing grades, in the most general way, say that students that go to school 2 are more likely to reach goals that are set by The Swedish National Agency for Education.

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Wilson, Corrie L. „Working Memory Difficulties and Eligibility for K-12 Special Education“. ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4190.

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Working memory (WM) has long been associated with deficiencies in reading. Approximately 35% of students in the United States who receive special education services do so under the category of specific learning disability (SLD). The study's theoretical underpinning was Baddeley's model of WM; previous research revealed a significant literature gap regarding how WM difficulties affect eligibility for special education under the category of SLD in reading. In this quasi-experimental study, a purposive sample was taken from archival data of two groups of K-12 students who had been referred for special education eligibility evaluation: The two groups were students evaluated for SLD in reading eligibility who (a) did not meet criteria and (b) did meet criteria. A one-way analysis of variance was conducted to determine whether a significant difference existed between the two group's score differences between a measure of global intelligence and WM. Archival Wechsler Intelligence Scale for Children, 4th Edition, Kaufman Assessment Battery for Children, 2nd Edition, or Woodcock-Johnson Tests of Cognitive Abilities, 3rd Edition scores were used. Although no significant difference was evidenced between global intelligence and WM, the group that did not meet SLD criteria had significantly better WM scores than the group that was found eligible for SLD. By better understanding the relationship between WM and special education eligibility, practitioners may be able to implement more meaningful, better targeted research based interventions for enhancing learning outcomes for students with reading SLD, a group at high risk for high school drop out.

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Johansson, Helena. „Dyslexia:Assessment and Examination of Dyslexic Students, Dyslexi: Bedömning och Examination av dyslektiska elever“. Thesis, Malmö högskola, Lärarutbildningen (LUT), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29805.

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The purpose of this degree project is to address the issue of dyslexia in the language classroom. It explores how teachers understand, address and work with dyslexia in relation to assessment and examination. The research has been based on qualitative interviews conducted with three working teachers: two English teachers and one Swedish teacher who is specialized in special aid teaching. Along with a theoretical background regarding useful research, relevant terms and definitions used in the discussion concerning dyslexia, the research establishes that interviewed teachers understand what working with dyslexic learners entails. However, there is lack of insight into Skolverket (The National Agency for Education) and the actual recommended procedures when assessing and examining dyslexic learners. This research highlights the importance of giving educators the tools and strategies needed to support dyslexic students in the examination situation and how to fairly assess these students.Keywords: Dyslexia, assessment, examination, reading and writing difficulties.

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Frank, Emma. „Lärares uppfattningar av läs- och skrivsvårigheters påverkan på matematikinlärningen“. Thesis, Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-79576.

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Denna undersökning fokuserar på två olika aspekter av matematikundervisning. Den ena handlar om hur medvetna lärare är om dyslexi-relaterade svårigheter i matematikämnet och den andra om hur lärare organiserar matematiklektionerna. För att besvara frågeställningarna har en kvantitativ enkätstudie skickats ut och besvarats av lärare som har eller har haft elever med läs och skrivsvårigheter. Resultatet av studien visar på att den behavioristiska lärandeteorin är en tydlig del av undervisningens uppbyggnad. Det finns flera andra lärandeteorier som kan utläsas av vilka aktiviteter som sker under lektionerna, dessa lärandeteorier sker dock mer sällan. Ytterligare tyder resultatet på att elever med läs- och skrivsvårigheter blir påverkade av detta även under matematiklektionerna.
This study focuses on two different aspects of mathematics teaching. The first one is about how conscious teachers are about dyslexia-related difficulties in mathematics and the other one is about how teachers organize mathematics lessons. To answer the questions, a quantitative survey study was sent out and answered by teachers who have or have had students with reading and writing difficulties. The results of the study show that behavioral learning theory is a clear part of the structure of teaching. There are several other learning theories that can be observed from the activities that take place during the lessons, however, these activities happen less often than activities that are based on behaviorism. Further, the results indicate that students with reading and writing difficulties are affected by this even during mathematics lessons.

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Wong, Yuet-fung Eva. „The development of a behaviour checklist for parents to screen preschoolers at risk for specific learning difficulties in reading andwriting (SpLD)“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29793221.

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Dahlström, Pia. „Vad står det där, Fröken? : Läs- och Skrivinlärning, samt svårigheter som kan uppstå“. Thesis, Karlstad University, Faculty of Arts and Education, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-1055.

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Abstract

I have chosen to make a study of the learning of reading and writing, as well as other learning difficulties that may occur, in this research.

My choice of subject is based on the realizations I made during my time as a student teacher; that each teacher has his/her own way of teaching reading and writing. Sometimes, however, learning difficulties occur, and this insight caught my attention. It made me think about the underlaying reasons and how we, as teachers, can bring attention to these difficulties. With these questions in mind, I recorded my observations based on a series of interviews and literary studies in an attempt to answer my questions. The resulting research emphasizes how important the actions from the teachers are, as well the importance of having variety in your lesson plan. As teachers, we have to give each pupil the time he or she needs, to ensure that they understand what is being taught. The achievement of this, will be a fun and pleasurable learning experience.

Sammandrag

I denna undersökning har jag granskat läs- och skrivinlärning, samt svårigheter som kan uppstå kring detta.

Bakgrunden till mitt ämnesval ligger i att jag under min tid som lärarstuderande fått insikt i att varje pedagog har sitt eget tillvägagångssätt när det gäller läs- och skrivinlärning, vilket väckte mitt intresse. Ibland uppstår dock svårigheter kring detta, vilket gjorde att jag började fundera kring varför detta sker samt hur vi som pedagoger kan uppmärksamma dessa svårigheter. Med dessa funderingar i bakgrunden har jag gjort intervjuer och observationer, samt tagit del av litteratur för att finna svar på mina frågor. De resultat jag kommit fram till betonar pedagogens agerande och vikten av en varierad undervisning, samt att vi som pedagoger måste se varje elev liksom ge dem tid. Strävar vi efter detta, kan vi uppnå ett lärande som upplevs som något lustfyllt och roligt.

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Johansson, Samuel. „Autismspektrumtillstånd och läs-och skrivsvårigheter : Fyra lärares uppfattningar om elevers läs-och skrivproblematik“. Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-36687.

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Denna studie handlar om några gymnasielärares uppfattningar om integrerade elever som har en dokumenterad autismspektrumtillstånd samt läs-och skrivproblematik. Studien har en kvalitativ utgångspunkt och undersökningen är baserad på halvstrukturerade intervjuer med fyra pedagoger som arbetar på olika gymnasier i södra Sverige. Resultatet visar att många av dessa elever klarar sig relativt bra när de får hjälp genom olika anpassningar som görs i klassrummet. De anpassningar som hjälper mest är klara och tydliga instruktioner för dessa elever, samt när pedagogen ger mycket stöd i form av exempelvis genrepedagogik. Däremot så upplever pedagogerna ibland att eleverna utnyttjar sin diagnos för att undvika skolarbete, vilket kan vara ett missförstånd då denna elevgrupp ofta tar till undvikande strategier som är en del av sitt funktionshinder. Exempelvis så störs vissa elever med autismspektrumtillstånd enormt mycket av olika ljud, så kallad sensorisk överkänslighet, och som ett resultat så vill de sitta avskilt när det gäller att läsa. Likaså så upplever pedagogerna att dessa elever återgår till sin tidigare lägre nivå efter det att anpassningen eller hjälpen upphört.
This study deals with a number of upper secondary school teachers' perceptions of integrated students who have a proven autism spectrum disorder, as well as reading and writing difficul- ties. The research has a qualitative perspective and the study is based on semi-structured in- terviews with four teachers working in different upper secondary schools in the southern part of Sweden. The result shows that many of these students manage relatively well when they get help through various adjustments made in the classroom. The adaptations that help the most are clear instructions for these students, and when the teacher provides support in the form of, for example genre pedagogy. However, the teachers sometimes feel that students utilize their diagnosis to avoid schoolwork, which may be a misunderstanding when this group of students often resort to avoidance strategies that are part of their disability. For ex- ample, some of these students with autism spectrum disorder are made unsettled by different sounds, so-called sensory hypersensitivity, and as a result they want to sit separately when it comes to reading. Another experience the teachers have is that these students often return to their previous lower level after the adjustment, or aid, cease to be provided.

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Hultgren, Johanna. „Den tidiga läs- och skrivinlärningen“. Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-64925.

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Johanna Hultgren (2017): Den tidiga läs- och skrivinlärningen. (The early learning in reading and writing). Independent Project, Swedish, Specialisation in Early Years Teaching and Grades f-3, Basic Course, 15 Credits. School of Humanities, Education and Social Sciences. Under den tidiga läs- och skrivinlärningen så finns det många teorier om hur det ska undervisas i klassrummet. Under den tidiga utvecklingen så finns det teorier som skiljer sig. Många lärare ser det som något positivt om elever har med sig erfarenheter från hemmet, medan vissa lärare inte ens tänker på de tidigare erfarenheter som dessa elever besitter och endast tänker på hur det traditionella arbetssättet ser ut. Det traditionella arbetssätten som man är van med, ser inte till de erfarenheter som barn har med sig när de börjar skolan. Många kan redan grunderna av vad det innebär när man undervisar i den tidiga läs- och skrivinlärningen. Medan vissa inte vet hur de ska undervisa på ett rätt sätt för att gynna och få med alla. Det är viktigt att som lärare ta vara på alla de erfarenheter och kunskaper som eleverna besitter samt kunna undervisa på ett varierat sätt oberoende på vilken nivå de ligger på. Syftet med denna litteraturstudie är att undersöka vad ett antal forskningsstudier lyfter fram som centrala faktorer för en gynnsam tidig läs- och skrivinlärning i skolan. De frågeställningar som besvaras i detta arbete är, vilka faktorer lyfts som centrala för att gynna en tidig läs- och skrivinlärning? Samt, hur kan lärare arbeta med dessa centrala faktorer? Resultatet i denna litteraturstudie visar att de barn som kommer med erfarenheter kring läsning och skrivning får ett försprång när de börjar skolan. Dessa erfarenheter som barn tar med sig hemifrån kan lärare använda sig av och ta in i sin undervisning för att gynna undervisningen. Många lärare tar dock inte vara på elevernas erfarenheter vilket gör att många elever tappar motivationen till att lära sig mer då de inte får chansen att utvecklas.

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Aquino, Andersen Levy, und Pia Huotilainen. „Dyslexia In L1 And L2 Teaching In K-3“. Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-36343.

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Approximately five percent of the Swedish population suffer from dyslexia. Therefore, this degree project aims to gain an insight into what pedagogical support in Swedish and English teaching can be offered to dyslexic pupils. Firstly, this paper provides an overview of theories and literature on dyslexia in L1 and L2. The researchers’ findings show that dyslectic difficulties in the L1 is most likely to affect – either by limiting or enhancing – the pupils’ abilities to learn a L2. Strategies (spelling, comparing sounds and letters) that pupils learned when they started to read and write in their L1 and the differences in orthographic systems between L1 and L2 influence their reading and writing in L2. This study is also based on interviews of four K-3 teachers in the south of Sweden. The major conclusions of this study are that (i) dyslectic difficulties extend across languages, (ii) variation of the teachers’ knowledge of dyslexia might depend on the length of their professional teaching experience and their willingness and interest to learn more about dyslexia, (iii) K-3 teachers are dependent on special education teachers’ advice on how to support dyslexic pupils, and (iv) K-3 teachers use digital resources and audiobooks to train the reading and writing in L1, but not in L2 since English in K-3 mostly focuses in training pupils’ speaking skills.

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Wahlberg, Elisabeth. „"... och så har jag ju alltid morsan som kan hjälpa mig" : Om unga vuxnas strategier för att hantera sina läs- och skrivsvårigheter i dagligt liv“. Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-12993.

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Author: Elisabeth Wahlberg Title: “…I’ll just get mum to help me” About Young Adults’ Strategies for Coping with Reading and Writing Difficulties in Daily Life This study investigated how seven young adults, who during senior high school underwent a syllable based intervention due to reading and writing difficulties, developed their literacy skills, and what strategies they used to try to overcome reading and writing problems, whether at work, during studies or in their leisure time. The period from when the participants had left school ranged between three and eight years. Qualitative as well as quantitative data was compiled for the study. Qualitative data consisted of semistructured interviews and quantitative data of tests performed before the intervention and on two occasions after, in order to compare results over time. The study was a longitudinal case study with a phenomenological lifeworld approach and looked to increase awareness of the realities of living with reading and writing difficulties. It analysed how the participants dealt with their problems and what strategies they employed, in order to overcome them. Study results showed that even as participants improved their literacy skills compared to pre-intervention, reading and writing remained an issue. All participants were forced to adjust to the fact that they were affected in their daily lives, whether in choice of career or further education, or more everyday tasks involving reading and writing and also the inclination to read for pleasure. They avoided to expose their shortcomings if at all possible. Still, the participants all strived to tackle their reading and writing problems by applying elements from the syllable based intervention in conjunction with inventing individual strategies.

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Törnqvist, Veronica. „Flitiga flickor och omogna pojkar : En studie av lärares erfarenheter av att arbeta med anpassningar och stöd till elever i läs- och skrivsvårigheter“. Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-68206.

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The purpose of the study was to examine a selection of teachers’ experiences of working with adaptation and support for students with reading and writing difficulties. Adaptation and support should be immediately addressed to students with reading and writing difficulties according to the Swedish Agency for Education (2017). The Adaptations and support fields are lesser researched areas of reading and writing difficulties. This study is based on interviews with six teachers and the teachers were interviewed with semi-structured interviews. This study has a gender perspective and is based on gender as an active process that is constantly changing. Even hidden assumptions guiding gender is constantly affecting thoughts and reasons. Hardings (1986) gender model with three continuing processes in symbolic, structure and individual levels was used to analyse the study. The results show that the most common ways of paying attention to students in need of adaptations and support for reading and writing difficulties are when the teacher listens when the student reads high through different screenings. The teachers say they notice boys and girls equally. Intensive training of the students reading ability and the usage of compensatory aids are the most common adaptations and support methods. Difficulties for boys tend to follow them through the school years despite adaptations and support. The results from the study show that boys more often than girls have problem with concentration, attention and motivation in combination with reading and writing difficulties. The teachers in the study describe girls as diligent and boys as immature and sloppy. According to the teachers the boys also experience poorer child support. The analysis shows that at the symbolic level there are differences in the characteristics of boys and girls attributed to the teachers and on individual level there are writing and motivational differences between boys and girls. Boys are described to have less motivation and writing skills compared to girls. Girls are described to be vivid book readers whilst boys are thought of as non-readers. Support from colleagues and special education teachers are emphasised by all of the teachers so they can provide the best possible read and writing development support.

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Baker, Fiona S. „An analysis of the strengths and weaknesses of the application of assistive technology in supporting students with specific reading difficulties in higher education“. Thesis, University of Exeter, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.439866.

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Johansson, Årebo Sofie. „Några lärares tankar kring IUP och elevers delaktighet : Begränsat till elever med läs och skrivsvårigheter“. Thesis, Högskolan i Skövde, Institutionen för kommunikation och information, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-8111.

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En kvalitativ studie kring några lärares tankar kring individuell utveckling och elevers delaktighet i sin egen utveckling begränsat till elever med läs och skrivsvårigheter i årskurs tre. för att genomföra den här studien har jag valt att intervjua fyra lärare med behörighet att undervisa elever i årskurs tre i ämnet svenska, dessa lärare valdes genom bekvämlighetsurval. Lärarna uttrycker att de arbetar relativt lika vad gäller IUP och elevers delaktighet men även att lärarna framhller vikten av att stödja eleverna och hjälpa dem på olika sätt för att de ska nå mlen för läsning och skrivning. Resultatet diskuteras utifrån Vygotskijs begrepp proximala utvecklingszonen som är ett centralt begrepp i studien.
This is a qualitative study where I have chosen to investigate teachers’ work with student’s individual development and participation in their learning process, but I have restricted myself to students in year three with difficulties in reading and writing. I wanted to find out how some teachers think and feel about the concepts I have used above and find out how you can work to get students more involved in their learning process. To carry out this study, I have conducted interviews with four teachers qualified to teach students in grades three in Swedish as I picked through the convenience sample. I chose to do unstructured interviews in order to get closer to respondents and that their responses would be more profound and so explain what they think about the questions I asked. These interviews, I then processed by analyzing and interpreting them. The result do I also link to the zone of proximal development by Vygotskij, as I have as theoretical approach in my work. What I have found is that teachers work relatively the same with student’s individual development and participation in its learning process, but also that the teachers pressure much that it is important to support students and help them in different ways for them to reach the goals in reading and writing.

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Frier, Aimee. „Beyond Replicative Technology: The Digital Practices of Students with Literacy-Related Learning Difficulties Engaged in Productive Technologies“. Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7291.

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In this dissertation, I present the findings from a qualitative case study of the digital literacy integration of a teacher and the digital literacy practices of three students with literacy-related learning difficulties within her classroom. As a researcher, I was interested in the ways students with literacy- related learning difficulties navigated digital tools in a technology-infused environment created by a teacher who has experience using digital tools for instructional and student-learning purposes. My research was guided by the following questions: (1) What was the context, content, and structure of the teacher’s technology instruction? (2) In what ways did the students use technological tools? (3) How did students with reading difficulties compose during digital literacy events? The data for this case study included classroom observations, interviews, field notes, work samples, and lesson plans. Through the use of both inductive (Phase I and II) and a priori (Phase III) analysis, the data highlight several important findings to inform the research questions: (a) Knowledge of Technology Does Not Ensure Technological Pedagogical Content Knowledge (b) Students with Reading Difficulties Still Have Difficulty with Reading Despite Technology Integration and (c) Change in Writing Tool (technology) does not Guarantee Change in Writing Performance.

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Fredholm, Jenny. „Elever med läs- och skrivsvårigheter/dyslexi : En kvalitativ studie i förskolan och i grundskolans tidigare år“. Thesis, Södertörns högskola, Lärarutbildningen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-9095.

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This work concerns children with reading- and writing difficulties/dyslexia. My purpose is to investigate the practical experience of teachers as well as their everyday work with these children. My questions are: How do teachers work with children aged 4-9 who have reading- and writing difficulties/dyslexia? Which various teaching aids exist for children who have reading- and writing difficulties/dyslexia? Which subjects are affected by reading- and writing difficulties/dyslexia? To answer the above questions I have used the qualitative method. I have performed interviews and observations. Previous research has shown that reading- and writing difficulties/dyslexia is one of our most common disabilities. It is present in all classes. There is also a discussion if reading- and writing difficulties and dyslexia are the same thing or not. Early support is important for children with reading- and writing difficulties/dyslexia. My conclusion is that the educating system does many things to help children with reading- and writing difficulties/dyslexia by the use of supporting methods, teaching aids, special educators, attitude, motivation and cooperation with parents. Examples of teaching aids are computer software and speech synthesis. Finally I have seen that reading- and writing difficulties/dyslexia actually do affect all subjects.

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Lidström, Åsa. „En studie om användning av lärplattor i den första läs- och skrivinlärningen inom IT-satsningen ”en-till-en”“. Thesis, Umeå universitet, Pedagogiska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-105751.

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This study was aimed to examine what happened when a municipality in Sweden invested in ICT. The purpose of this study was also to find out how the change of process with ICT investment was expressed the need for more knowledge. This was called “one-to-one” with the goal that all students would have their own computer during their years in school.Teachers have been interviewed and observed about how they work with ipads during reading and writing lessons. The teachers in this study said that they need more knowledge to improve their everyday work with ipads. They see many positive developments in students’ acquisition of knowledge. The intention was also to study how the teachers work with writing and reading for students at risk of future disabilities. Research that was presented in this study said that efforts and work to help students with reading and writing difficulties should start early and be done in a structured way to help students connect phoneme and grapheme to create alinguistic awareness.

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Boström, Elin. „“Once upon a time there was a boy named Carl” : A study on the effects of scaffolding on the performance of students with reading and writing difficulties“. Thesis, Karlstads universitet, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-67552.

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The aim of this study is to investigate what difficulties Swedish students with reading and writing difficulties may encounter when they write texts in English. A teaching experiment was done to see whether scaffolding, a process where the teacher shows the overall structure of e.g. a text, can help students with reading and writing difficulties improve their writing in English. Ten students in the 7th grade participated in the study, as well as four English teachers in a secondary school in Sweden. The students who participated were asked to write two texts in English. Before writing the first text, the students were told that they were going to write a fairy tale, but they were not given any other guidelines. Prior to writing the second text, two lessons of scaffolding were conducted. Then the texts were compared to see if the students had improved their ability to write in English in regards of content, spelling and genre-specific vocabulary. The results of the study show that students with reading and writing difficulties will indeed benefit from scaffolding when writing texts in English.
Syftet med den här studien är att undersöka vilka svårigheter som elever med läs- och skrivsvårigheter stöter på när de skriver texter på engelska. En undervisningsmetod influerad av scaffolding, stödstrukturer för att visa eleverna hur man t.ex. skriver en text på engelska, användes för att undersöka om elever med läs- och skrivsvårigheter kan förbättra sin förmåga att skriva på engelska. Tio elever i årskurs 7 samt fyra grundskolelärare i engelska deltog i undersökningen. Eleverna som deltog fick skriva två texter på engelska som sedan jämfördes för att ta reda på om elevernas förmåga att skriva på engelska hade förbättrats gällande innehåll, stavning och genre-specifikt språk. Innan de skrev den första texten fick eleverna enbart veta att de skulle skriva en saga. Den andra texten föregicks av två lektioner där eleverna fick stödstrukturer för att skriva en saga. Resultaten visar att det var en fördel för eleverna med läs- och skrivsvårigheter att arbeta med stödstrukturer när de skrev texter på engelska.

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Akan, Yasemin. „Jag har kompetensen! : Hur ett antal klasslärare resonerar kring och upplever sitt arbete med elever med läs- och skrivsvårigheter/dyslexi i undervisningen“. Thesis, Södertörns högskola, Lärarutbildningen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-21213.

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The aim of this work is to examine how a number of class teachers reason about and find their work while teaching students who have reading and writing difficulties / dyslexia. The empirical study was intended to answer the question based on three questions. The work is based on a qualitative method as empirical material gathered in semi-structured interviews. Six classroom teachers, one male and five female teachers were interviewed. The interviewees were from six different schools in Stockholm Municipality and were between 27-61 years old. Most of the classroom teachers feel that there are approximately 4-5 students with reading and writing difficulties / dyslexia in each class. Half of the teachers feel that students with dyslexia may be different as they are quiet, unsecure and shy. While the other half experience these students as ordinary children. All those involved are of the opinion that they work, including in the classrooms by adjusting the lessons to each student's needs. Half of the classroom teachers perceive special pedagogy teachers well, while the other half experience it as problematic. Classroom teachers also think that they have the skills needed to respond to students with reading and writing difficulties / dyslexia and think that training courses are important to keep the knowledge alive. Several of the teachers emphasize that students with reading and writing difficulties / dyslexia get the help necessary while the other half think it can be better. The classroom teachers stress that in teaching, they use different methods which they cannot name.
Syftet med arbetet var att undersöka hur ett antal klasslärare resonerar kring och upplever sitt arbete med elever med läs- och skrivsvårigheter/dyslexi i sin undervisning. Den empiriska undersökningen avsåg att besvara syftet utifrån tre frågeställningar. Arbetet baserades på en kvalitativ metod där empiriska materialet samlades på semistrukturerade intervjuer. Sex klasslärare, en manlig och fem kvinnliga lärare intervjuades. De intervjuade var från sex olika skolor i Stockholmskommun och var i åldrarna 27 till 61 år. De flesta klasslärarna upplever att det förekommer ungefär 4-5 elever med läs- och skrivsvårigheter/dyslexi i varje klass. Hälften av lärarna upplever att elever med läs- och skrivsvårigheter kan vara olika då de är tysta, osäkra och tillbakadragna, medan den andra hälften upplever dessa elever som vanliga barn. Alla de medverkade resonerar att de arbetar inkluderande i klassrummet genom att de anpassar lektionerna efter varje individs förutsättningar. Häften av klasslärarna upplever specialläraren som positiv medan den andra hälften upplever problematik. Klasslärarna tycker också att de har kompetensen som behövs för att bemöta elever med läs- och skrivsvårigheter/dyslexi och de resonerar kring fortbildningens betydelse för att hålla kunskapen levande. Flera av lärarna betonar att elever med läs- och skrivsvårigheter/dyslexi får den hjälpen som de behöver medan den andra hälften tycker att det kan bli bättre. I undervisningen betonar klasslärarna att de använder olika metoder som de inte kan namnge.

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Jonsson, Carlsson Eva. „"En skola för alla" : verklighet för elever med läs- och skrivsvårigheter och dyslexi?“ Thesis, Södertörn University College, Lärarutbildningen, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-1499.

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Many researches have been done about the difficulties in teaching children with disabilities and like in this case dyslexia, which is the disability my essay is focused on. Earlier researches have investigated how and what teachers do practically when they have pupils with dyslexia and what help they have in their work. I wanted to investigate how the theories in National Compulsory School Curriculum (Lpo94) and about inclusive education in relation to the actual work in one Swedish school. My essay, with help of other research, has taken the expression “school for all” and it’s meaning to what is possible to do in a real life work situation, with the assignments that schools have in Lpo94. The result from my research on this Swedish school in Stockholm region is that they have a somewhat impossible goal to achieve, if the School system wants to be a “school for all” and at the same time fulfil their obligations in Lpo94 about an inclusive education and at the same time notice and offer alternative education to the ordinary if necessary.

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Zaal, Frida. „Students’ Perception of their Reading and Writing Difficulties, School Experience and Future Aspirations : - A Cross-Cultural Qualitative Interview Study with Upper Secondary Students in Malta and Sweden“. Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-415708.

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The main purpose of this study was to increase knowledge on the views of students with reading and writing difficulties when it comes to their perception of their difficulties, school experiences and future aspirations. The second aim was to increase knowledge about some differences and similarities between Malta and Sweden in the subject field. The research questions concerned students’ descriptions of their diagnostic processes, perception of their difficulties, strengths and coping strategies, school experience and future aspirations. A qualitative interview study was conducted with five Swedish and six Maltese upper secondary school students. The Ecological systems theory and Didactic theory together with previous research were used to analyse the results. To summarise the results, almost all of the students diagnosed with dyslexia showed a positive attitude towards having the report. The Maltese students described the absolute necessity of a diagnosis to receive support. No student in the study described having received support and structured phonological training as recommended by previous research. The students described a wide range of difficulties, strengths and coping strategies mainly in line with previous research. The importance of concentration when learning and taking tests was accentuated. Listening to a skilled teacher was emphasised as one of the best ways of learning, and the importance of willpower was highlighted. The students showed the importance of communicating with teachers, finding own methods, and make the most of one’s strengths to close the gaps in the areas in which one experiences difficulties. For all the Maltese students, private lessons have been a source of support, while none of the Swedish mentioned any private training. For the majority, both parents and a hobby played an important role when it comes to support and well-being. All students described school as difficult, but students’ experiences of school ranged from humiliating to somehow supportive. Some of the Maltese students described that they were afraid of being judged for using dyslexia as an excuse, while some of the Swedish students described they felt the right to support and adjustments. All students but one described that they had lowered their future aspirations due to their difficulties. All students seem to rely on their own strategies for school success. In the light of the theoretical framework – the Ecological systems theory, Didactic theory and previous research – the results could imply both a need for improving teachers’ literacy and didactic skills within the existing systems as well as a need for curriculum development and change of examinations systems.

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Thander, Lina. „Matematiksvårigheter och läs- och skrivsvårigheter. Hänger det ihop?“ Thesis, Umeå universitet, Institutionen för naturvetenskapernas och matematikens didaktik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-175980.

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This study is a quantitative study that has examined 29 students in grade 8 who have not received a pass grade in mathematics. The focus of this study is in two areas: first, which mathematical abilities do the students have the greatest difficulties in, and second, on the relationship between mathematics difficulties and reading and writing difficulties. Mathematical abilities have been studied using knowledge matrices from the national tests in mathematics. Reading and writing difficulties has been investigated using test results from diagnostic material in the area. The results show that conceptual and problem-solving skills are the most difficult abilities in which previous research also indicates. Procedural ability is the ability where most students show competency, which also is consistent with previous research. The study indicates that there are links between mathematics difficulties and reading and writing difficulties, although it is not possible to show strong correlations in this small study.

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Kihlberg, Denise. „Digitala verktyg som hjälpmedel för elever i läs- och skrivsvårigheter : En kvalitativ studie om lärares använding av digitala verktyg i undervisningen“. Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-72296.

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Syftet med denna studie är att synliggöra hur lärare använder sig av digitala verktyg som hjälpmedel för elever i läs- och skrivsvårigheter. Syftet är också att få reda på hur lärare ser på den nya läroplanen som givits ett mer digitalt innehåll. Här lyfts både fördelar och nackdelar med de digitala verktygen fram. I undersökningen användes kvalitativa intervjuer för att få fram lärares åsikter och erfarenheter kring ämnet. Resultatet visar att lärare tycker det är bra att kunna använda sig av digitala verktyg som hjälpmedel för elever i läs- och skrivsvårigheter. Dock tycker sig lärare sakna en del av den kompetens som krävs för att kunna använda digitala verktyg i undervisningen. Det finns både fördelar och nackdelar med de digitala verktygen. Den största fördelen är att motivationen för elever i läs- och skrivsvårigheter ökar när de får använda ett digitalt verktyg som hjälpmedel. Den största nackdelen är att eleverna inte längre skriver med papper och penna på samma sätt som förut.
The aim of this study is to make visible how teachers use digital tools as a tool for students in reading and writing difficulties. The aim is also to find out how teachers look at the new curriculum given a more digital content. Here, both advantages and disadvantages of the digital tools are highlighted. In the survey, qualitative interviews were used to get teachers' opinions and experiences on the subject. The result shows that teachers find it useful to be able to use digital tools as a tool for students in reading and writing difficulties. However, teachers feel that they lack some of the skills needed to use digital tools in their teaching. There are both advantages and disadvantages to the digital tools. The main advantage is that the motivation for students in reading and writing difficulties increases when they use a digital tool as a tool. The biggest disadvantage is that the students no longer write with paper and pen in the same way as before.

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Sundström, Jerker. „Difficulties to Read and Write Under Lateral Vibration Exposure : Contextual Studies Of Train Passengers Ride Comfort“. Doctoral thesis, KTH, Farkost och flyg, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-3974.

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Many people use the train both as a daily means of transport as well as a working place to carry out activities such as reading or writing. There are, however, several important factors in this environment that will hamper good performance of such activities. Some of the main sources of disturbance, apart form other train passengers, are noise and vibrations generated from the train itself. Although there are standards available for evaluation of ride comfort in vehicles none of them consider the effects that vibrations have on particular passengers' activities. To address these issues, three different studies were conducted to investigate how low frequency lateral vibrations influence the passengers' ability to read and write onboard trains. The first study was conducted on three types of Inter-Regional trains during normal service and included both a questionnaire survey and vibration measurements. Two proceeding laboratory studies were conducted in a train mock-up where the perceived difficulty of reading and writing was evaluated for different frequencies and amplitudes. To model and clarify how vibrations influence the processes of reading and writing the fundamentals of Human Activity Theory was used as a framework in this thesis. In the field study about 80% of the passengers were found to be reading at some point during the journey, 25% were writing by hand, and 14% worked with portable computers. The passengers applied a wide range of seated postures for their different activities. According to the standardised measurements, even the trains running on poor tracks showed acceptable levels of vibration. However, when the passengers performed a short written test, over 60 % reported to be disturbed or affected by vibrations and noise in the train. In the laboratory studies it was found that the difficulty in reading and writing is strongly influenced by both vibration frequency and acceleration amplitude. The vibration spectra of real trains were found to correspond well to the frequency characteristics of the rated difficulty. It was also observed that moderate levels of difficulty begin at fairly low vibration levels. Contextual parameters like sitting posture and type of activity also showed strong influence on how vibrations cause difficulty.

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Medina, Curi Nicolás. „Atenção, memoria e dificuldades de aprendizagem“. [s.n.], 2002. http://repositorio.unicamp.br/jspui/handle/REPOSIP/253388.

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Orientador: Fermino Fernandes Neto
Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-01T02:02:45Z (GMT). No. of bitstreams: 1 MedinaCuri_Nicolas_D.pdf: 5359652 bytes, checksum: 85c48aedce486066f4e70e8ac3bb7a40 (MD5) Previous issue date: 2002
Resumo: Este estudo teve como propósito analisar os desempenhos em atenção e em memória de um grupo de crianças com e sem dificuldades de aprendizagem na escrita e na leitura, tendo-se em vista que todas elas eram possuidoras de inteligência normal ou superior. Sob o suposto geral de que a atenção e a memória constituem atividades cognitivas envolvidas no processo da aprendizagem na escrita e na leitura, no que a inteligência estaria neutralizada, levantou-se a hipótese de trabalho que pressupõe que as crianças com dificuldades de aprendizagem na escrita e com deficiências no desempenho em leitura, e que apresentam inteligência normal ou superior, mostram baixos índices de atenção e memória, o que não se verifica com as crianças que não apresentam essas dificuldades e deficiências. Com a finalidade de verificar essa hipótese foram examinadas 267 crianças, de 2' e 3' séries de ensino fundamental de escolas estaduais de Campinas, diagnosticadas com inteligência normal ou superior através do teste do Desenho da Figura Humana. Depois foram avaìiadas suas habilidades na escrita e na leitura e, também seus desempenhos em atenção e em memória. Com base nos dados dessas avaliações, as variações do desempenho em atenção e em memória foram analisadas considerando os níveis de dificuldades de aprendizagem na escrita e os níveis de desempenho em leitura como fatores estáveis, mediante a análise de variância com um nível de significação de 0,05. Os resultados dessa análise estatística mostram que as crianças de ambos os grupos (2' e 3' séries) com dificuldades de aprendìzagem na escrita, apresentaram baixos índices de atenção e memória e aquelas sem dificuldades de aprendizagem na escrita expressaram altos índices de atenção e memória, enquanto que as crianças com deficiências no desempenho em leitura manifestaram baixos índices de atenção e memória e aquelas sem deficiências na leitura expressaram altos índices de atenção e memória. Em conseqiiência, de acordo com esses resultados verificou-se a hipótese de trabalho desta pesquisa
Abstract: This study had as purpose to analyze performances in attention and memory of a group of children with and without learning difhculties in writing and reading abilities, considering that all of them have normal or superior intelligence. Under the general supposition that attention and memory constitute cognitive activities involved in the process of learning writing and reading capabilities, in which intelligence would not be relevant, the working hypothesis of this research is formulated. This hypothesis presupposes that children with learning difficulties in writing and with performance deficiencies in reading, presenting normal or superior intelligence, show low indexes of attention and memory. This is not verified with children that do not present those difhculties and deficiencies. With the purpose of verifying this hypothesis, 267 children of 2nd and 3rd series of fundamental teaching of state schools in Campinas werc examined. They were diagnosed with normal or superior intelligence through the test of Drawing the Human Figure. Then they were evaluated in its abilities of writing and reading and also in its performances for attention and memory. Using data resulting from those evaluations, variations of performance in attention and memory were realyzed considering the levels of learning difhculties in writing and the levels of performance in reading as stable, by means of analizing the variance with a level of significance of 0,05. The results of this statistical analysis showed that children from both groups (2nd and 3rd series) with learning difficulties in writing skill presented low indexes of attention and memory. Those without learning difficulties in writing skill expressed high indexes of attention and memory. Children with performance deficiencies in reading skill manifested low indexes of attention and memory and those without deficiencies in reading expressed high indexes of attention and memory. In consequence, in agreement with those results the working hypothesis of this research was verified.
Doutorado
Psicologia, Desenvolvimento Humano e Educação
Doutor em Educação

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Alm, Jan. „Dyslexia : relevance of concepts, validity of measurements, and cognitive functions /“. Doctoral thesis, Uppsala : Acta Universitatis Upsaliensis, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-4123.

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Olsson, Maria. „Vad var det jag läste? : En kvantitativ studie om en grupp högstadieelevers läsförståelse“. Thesis, Karlstad University, Faculty of Arts and Education, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-5318.

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Det är inte bara elever med dyslexi som har läs- och skrivsvårigheter, utan problemet har ökat överallt i vårt moderna samhälle. Kraven på att läsa och ha god läsförståelse ökar i takt med att allt mer information skickas till oss via media, internet och post. Detta problem medförde att vi på den skola jag arbetar startade ett läsprojekt för att öka elevernas läsförståelse och därmed också deras resultat i skolan. Syftet med mitt arbete är att ta reda på vilka svårigheter och orsaker det finns för elever som har läs- och skrivsvårigheter, samt hur man ökar deras läsförståelseförmåga. Kan elever bara genom att läsa mera, kunna förbättra sina prestationer i läsförståelse. För att få ett svar på detta har jag undersökt elevers resultat av läsförståelsediagnoser. Resultaten presenteras utifrån en stanineskala som är en standardskala där elevernas poäng överförs till en niogradig skala. Ett staninevärde på fem motsvarar medelvärde. Sammanlagt nittiosju elever i samma ålder har kartlagts under högstadietiden. Resultatet vid undersökningen blev att läsförståelsen förbättrades för de svaga läsarna. Det visade sig också att de som var bra i sin läsförståelse i årskurs sju, sänkte sina resultat och närmade sig medelstanine fem. Ökad lästid i skolan har gjort att eleverna ökat sin läsförståelse. Däremot krävs det en utveckling av projektet, där samtalet kring det man läser sätts i fokus. Samtal ökar elevers förståelse och reflekterande.

Abstract

The problem with dyslexia has increased everywhere in our modern society. Requirements of proficiency in reading and comprehension skills, increases at a similar speed to that which information is disseminated. This problem led to a reading project in the school where I work. The aim was to increase pupils reading, comprehension and also their overall performance. Is it a possibility that by just reading more in school, pupils can improve their performance? To find and answer I have researched the pupils results from a reading comprehension diagnosis. The results are presented from a stanine scale, a standard scale where pupils points transfers to a nine degree scale. A stanine value of five is equal to mean and the lowest values are one and two. The reading diagnosis was undertaken by 97 pupils in the same age. The fist was carried out in autumn term of year seven and then every autumn up to year nine. The results show that reading comprehension improved for weaker readers from level one and two in year seven, to level three and four in year nine. The results also showed that pupils with good abilities in year seven lowered their results to middle stanine five in year nine. More time for reading in school shows that pupils increase their reading comprehension. However, the project needs to develop further, with focus on discussions following the reading of a text.

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Bohlander, Pål, und Mats Petersson. „Synsätt på elever med läs- och skrivsvårigheter : En komparativ undersökning mellan två stadsdelar“. Thesis, Stockholm University, The Stockholm Institute of Education, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-7931.

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Den här uppsatsen handlar om vilket synsätt pedagoger, skolledning och den politiska nivån har på elever med läs- och skrivsvårigheter. För att ta reda på rådande synsätt på dessa elever har vi valt att göra en kvalitativ respondentintervju med sex pedagoger, två skolledare samt två personer från stadsdelsförvaltning. För att ta reda på vilket synsätt man har på elever med läs- och skrivsvårigheter. Vår studie syftar till att göra en empirisk undersökning för att skapa oss en bild om vilka rådande synsätt på elever med läs- och skrivsvårigheter som finns inom våra skolområden. Vi har studerat tidigare forskning och historik som kan ligga till bakgrund för rådande synsätt på elever med läs- och skrivsvårigheter. Genom att intervjua pedagoger, skolledare och personal på stadsdelsnivå har vi fått svar på vår problemformulering. Vårt resultat, med stöd från tidigare forskning, visar på att synsätt på elever med läs- och skrivsvårigheter är under ständig förändring, påverkas av kompetens och kunskap i ämnet, samt att synsättet kan delas in två huvudgrupper.

This research examines within which way pedagogues, school management and people on political level look upon children with reading and writing difficulties. To find out we have chosen to conduct a qualitative interview with six pedagogues, two headmasters and two employees at the City administration. In order to create a picture of how children with reading and writing difficulties are looked upon, our study aims to do an empirical study. We have gone through existing research and history that underlie the existing perspective on children with reading and writing difficulties. By interviewing pedagogues, headmasters and employees on political level, our questions have been answered. Our result, with support from existing research, clearly shows that the view on children with reading and writing difficulties is constantly changing depending on the competence and knowledge within the area. Also, we have found that the view is divided in to two main groups.

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Danielsson, Eva, und Kaisa Björk. „Att identifiera och utreda läs- och skrivsvårigheter hos nyanlända elever : En kvalitativ analys av pedagogers berättelser av möjligheter och hinder“. Thesis, Linnéuniversitetet, Institutionen för pedagogik (PED), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-57810.

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Syftet med studien är att analysera pedagogers berättelser om hur de upplever arbetet med identifiering och utredning av läs- och skrivsvårigheter hos nyanlända. Vi har samlat empiriskt material i form av intervjuer som vi har analyserat med hjälp av tidigare forskning samt teorier. De nio intervjuerna av speciallärare/specialpedagoger, SVA-lärare och modersmålslärare genomfördes på två skolor med ett stort antal nyanlända elever och på kommunens mottagningsenhet. I studien berättar pedagogerna att de upplever en stor utmaning kring identifiering och utredning av nyanlända elever med läs- och skrivsvårigheter. Det råder osäkerhet kring vem som ansvarar för vad och de beskriver att gränsdragningsproblem leder till att elever faller mellan stolarna. Pedagogerna har svårt att veta om problematiken beror på läs- och skrivsvårigheter eller bristande kunskaper i svenska språket vilket leder till både över- och underidentifiering. För att kunna ge nyanlända elever rätt stödåtgärder efterfrågas förutsättningar och former för samarbete och mer tydliga riktlinjer och rutiner. Enligt pedagogerna skulle det leda till mer likvärdig utbildning. Från intervjuerna framkommer också att identifieringen av läs- och skrivsvårigheter tar lång tid och att det saknas en utvecklad metod och ett heltäckande material för utredning. Bedömningen baseras ofta på pedagogens erfarenhet och i jämförelse med andra elevers utveckling i andraspråket. Trots flera utmaningar är pedagogerna överlag positiva och har förslag på möjligheter och förbättringar; såsom kompetenshöjning inom andraspråksinlärning och läs- och skrivsvårigheter, mer användning av utredningsmaterial som är oberoende av språkkunskaper, fördjupat samarbete mellan olika professioner, tillgång till extern rådgivning och rekrytering av modersmålslärare bland nyanlända. Vår förhoppning är att medverka till att skolor ser över sina riktlinjer och rutiner kring hur man identifierar och utreder läs- och skrivsvårigheter hos nyanlända elever
The purpose of the study is to analyze teachers' stories of how they experience the process of identification and investigation of the reading and writing difficulties of new arrivals. We have gathered empirical data in the form of interviews that we have analyzed using previous research and theories. The nine interviews of special education teachers / special educators, teachers teaching Swedish to newly arrived students and native mother- tongue teachers were made at two schools that have a large number of newly arrived pupils and at the municipal reception center. In the study the educators say that they are experiencing a major challenge identifying and investigating newly arrived students´ difficulties in reading and writing. There is some uncertainty about who is responsible for what, and they describe the demarcation problems leading to nobody feeling responsible for the problem. The teachers find it difficult to know if the problems are due to language difficulties or lack of knowledge of the Swedish language. In order to provide newly arrived students with proper support conditions and forms of cooperation as well as clear policies and procedures are requested. According to the teachers that would lead to a more equal education. The identification of reading and writing difficulties is said to take a long time and there is also a lack of a developed methodology and comprehensive materials to detect these difficulties. The assessment is often based on the teacher's experience and in comparison with other students´ learning a second language Despite the challenges the educators are generally positive and have suggested facilities and improvements; such as increasing skills in how the pupils learn a second language and how to work with reading and writing difficulties, more use of investigative material that is independent of language skills, enhanced cooperation between different professions, access to external advice and recruitment of mother- tongue teachers among new arrivals. Our hope is to contribute to the schools reviewing their policies and procedures on how to identify and investigate the reading and writing difficulties of newly arrived students.

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Henriques, Maria da Conceição do Carmo Farinha Rodrigues. „As dificuldades de aprendizagem da leitura e da escrita e a prática diferenciada dos professores do 1.º CEB“. Master's thesis, [s.n.], 2015. http://hdl.handle.net/10284/4811.

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Dissertação apresentada à Universidade Fernando Pessoa como parte dos requisitos para obtenção do grau de Mestre em Ciências da Educação: Educação Especial, área de especialização em Domínio Cognitivo e Motor
Tendo presente que as dificuldades de aprendizagem da leitura e da escrita constituem um dos grandes entraves às aprendizagens e a um percurso escolar de sucesso e que se refletem na vida adulta, devendo a Escola e os seus professores estar atentos às necessidades dos alunos, às suas dificuldades e aos seus perfis de aprendizagem, neste estudo o problema centra-se em torno das dificuldades de aprendizagem da leitura e da escrita, mas põe, igualmente, em evidência a prática diferenciada dos professores do 1.º Ciclo do Ensino Básico (CEB). Nos dias de hoje, os alunos com Dificuldades de Aprendizagem (DA) constituem um número crescente de alunos e torna-se fundamental que o problema seja considerado com preocupação, que se reflita sobre esta problemática e que se intervenha de forma adequada para se dar resposta às necessidades dos alunos e se efetivem aprendizagens bem-sucedidas. Pretendeu-se, assim, com este estudo analisar a relação existente entre as dificuldades de aprendizagem da leitura e da escrita, as suas causas e a prática diferenciada para a superação das dificuldades detetadas. Para o efeito, utilizou-se uma investigação do tipo sobretudo qualitativo, mas também quantitativo, em que, através de uma entrevista semi-estruturada com questões abertas, se entrevistaram 15 professores que lecionam o 1.º Ciclo do Ensino Básico de um Agrupamento de Escolas na cidade de Caldas da Rainha. Para a análise da informação recolhida utilizou-se a técnica de análise de conteúdo e quantificaram-se os dados obtidos através da análise de ocorrências. Segundo os resultados, constatou-se que a leitura e a escrita são mecanismos que se encontram interligados e que, quando se regista comprometimento na aquisição de uma, isso reflete-se na outra e que as causas – intrínsecas e/ou extrínsecas – na origem dessas dificuldades podem ter vários fatores. Outro resultado encontrado e muito importante, diz respeito à prática destes professores, pois, muitas vezes, não conseguem dar resposta às necessidades dos alunos, principalmente pela complexidade ao nível do entendimento das dificuldades de aprendizagem e falta de conhecimentos em termos de pedagogia diferenciada, uma vez que a intervenção que é feita não vai ao encontro das necessidades do aluno, sendo esta um dos grandes entraves à superação das suas dificuldades de aprendizagem.
It is known that learning difficulties in reading and writing are big barriers for learning and for having a successful schooling process and this has also a direct impact on adult life. It is therefore the school and teachers’ responsibility to pay attention to the student’s needs, difficulties and learning profiles. In this study the problem is centred on the learning difficulties in reading and writing, but it also highlights the differentiated practices of primary teachers. Nowadays students with Learning Difficulties/Disabilities appear in a growing number and it becomes therefore essential to consider this problem with concern, to reflect on the problematics involved and to intervene in the most adequate way so that an answer to the student’s needs is given and effective and successful learning is promoted. The aim of this study is to analyse the relationship between the learning difficulties in reading and writing, their causes and the differentiated practices needed to overcome the detected difficulties. For this purpose a mostly qualitative but also quantitative type of investigation was led where, through a semi-structured interview with open questions, 15 primary teachers who work in schools of Agrupamento de Escolas in the city of Caldas da Rainha were interviewed. The gathered information was analysed through the technique of content analysis and the collected data was quantified through the analysis of occurrences. According to the results it became evident that reading and writing are mechanisms that are interconnected and that, when the acquisition of either one of the skills is compromised then there is an immediate and visible reflection of it in the acquisition process of the other related skills. Furthermore it was shown that the intrinsic and/or extrinsic causes that origin these difficulties can have different factors. Another very important result that came out from this study is related to these teachers’ practice. Teachers can’t often give a proper answer to the students’ needs mainly due to the complexity in terms of understanding the specific learning difficulties as well as their lack of knowledge regarding an effective differentiated pedagogy since their intervention does not meet the student’s needs, being this one of the biggest barriers witnessed in overcoming learning difficulties.

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Rasmundson, Thomas. „För den kämpande läsaren : Verksamhet och samarbetsformer för elever med läs- och skrivsvårigheter/dyslexi ur ett skolbiblioteksperspektiv“. Thesis, Uppsala universitet, Institutionen för ABM, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-253295.

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The main purpose of this study was to investigate in what manner librarians and pedagogues can cooperate in order to help students with reading and writing problems and consequently enhance their information literacy. I aimed to investigate why cooperation between these professions is necessary. Also, I wanted to find out how the general support is on the schools regarding students with reading and writing difficulties, and if the school librarian knows what the special educator can contribute with and vice versa. Lastly, I focused on what knowledge the performers of these professions have about reading and writing difficulties and to what degree their knowledge is based on scientifically proven methods. The two theoretical points of departure are 1) theory of cooperation built upon Louise Limberg’s and Lena Folkesson’s three categories of cooperation 2) and Aidan Chambers’s reading promoting model named the circle of reading. I have used a qualitative method based on semi-structured interviews with both school librarians and pedagogues, who are active at five upper secondary schools. The major findings are that it would be possible to develop the cooperation between these two professions. For example: Research shows that working in teams promotes student learning. Another result is that the informants have a limited knowledge of whether the technical compensatory devices are based on approved research. In conclusion, it was also found that particularly school librarians feel an anxiety about to target aid efforts, directly to students with reading and writing difficulties/dyslexia, because they believe that the students would feel singled out. Such thinking puts in my opinion too much responsibility on the students themselves, to ask for help. The study also revealed that, easy to read literature has a quite small part in supporting these students. The research was undertaken for a two-year master’s thesis in Library and Information Science.

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Danko, Matilda. „Inkluderande undervisning för elever med läs- och skrivsvårigheter : En studie om lärares syn på inkludering i undervisningen med fokus på elever i läs-och skrivsvårigheter“. Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-72295.

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Den här studiens syfte är att undersöka hur lärare definierar begreppet inkludering samt hurde arbetar med detisin svenskundervisningmed avseende på elever i läs-och skrivsvårigheter. Metoden som ligger till grund för undersökningen är kvalitativa, semistrukturerade intervjuer med fem lärare. Studiens resultat visar en enighet bland lärarna om hur de uppfattarbegreppet inkludering som gemenskapsorienterad. Lärarnas arbetssätt sammanfaller likväldärsamtliga lägger ett stort fokus på att anpassa undervisningen för alla elever, både när det gäller helklass respektive enskilda uppgifter. Trots att lärarna innehar en positiv inställning till inkludering i undervisningen menar dem att en fullbordad inkludering inte alltid är att föredra för elevernas förutsättningar och behov. Resultatet speglar därmed ett visst dilemma kring inkludering i undervisningen för lärarna.
The aim of this study is to examine how teachers define the concept of inclusion and how they embody it in their Swedish teaching with reference to students in reading and writing difficulties. The method that is the basis for the study is qualitative, semi-structured interviews with five teachers. The results of the study shows a unity among the teachers about how they perceive theconcept of inclusion as community-oriented. The teachers’ working methods also coincides where all of them put a great focus on adapting the educationfor all pupils, both in terms of full class and individual tasks. Although the teachers have a positive attitude towards inclusive education, they mean that a completed inclusion is not always preferable to the pupils’ prerequisites and needs. The result thus reflect a certain dilemma about inclusive education among the teachers.

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Lindahl, Skog Paulina. „”Det finns inte någon metod som passar alla elever” : En intervjustudie om lärares uppfattningar om nyinlärning och att förebygga läs- och skrivsvårigheter utifrån Wittingmetoden“. Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-55146.

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Som pedagog behöver man ha kunskap om olika läs- och skrivinlärningsmetoder för att kunna stötta eleverna så bra som möjligt i deras läs- och skrivutveckling. Alla elever är olika och har olika erfarenheter och behov när de börjar skolan. Syftet med studien är att undersöka hur Wittingmetoden fungerar vid nyinlärning samt varför den är bra för att förebygga läs- och skrivsvårigheter hos barn. Studien undersöker även hur samarbetet kan se ut mellan lärare utifrån Wittingmetoden och andra metoder, samt varför lärare tror att Wittingmetoden är relativt okänd. För att få en uppfattning om metodens funktion har det även gjorts en jämförelse med några andra väl beprövade metoder. Studien genomfördes genom kvalitativa intervjuer med fyra lärare från olika delar av Sverige. Gemensamt för lärarna var att de arbetar helt eller delvis utifrån Wittingmetoden. Resultaten av intervjuerna visar att metoden fungerar väl för nyinlärning, samt att den även var effektiv för att förebygga läs- och skrivsvårigheter. Detta på grund av att metoden uppfattas som effektiv, inget lämnas åt slumpen, allt är genomtänkt och kreativt, strukturen är tydlig och eleverna arbetar i sin egen takt. Två av lärarna tyckte att metoden var den enda att arbeta utifrån medan de två andra lärarna även använde sig av andra metoder.
The purpose of the study is to investigate how the Witting method works in new learning and whether it is good for preventing reading and writing difficulties. The survey also shows why the method is relatively unknown among teachers. In order to gain an idea of the method's function, a comparison has also been made with some other well-proven methods used in Sweden. The survey was conducted through qualitative interviews with four teachers from different parts of Sweden. Common to all four teachers was that they work fully or partly from the Witting method. The results of the interviews show that all four teachers agreed that the method works well for new learning and that it was also effective in preventing reading and writing difficulties. This because the method is perceived to be effective, nothing is left by chance, everything is thoughtful and creative, the structure is clear and the students work at their own pace. Two of the teachers thought the method was the only one to work from the outside while the other two teachers also used other methods.

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