The aim of this study is to investigate the effect of an intervention that focuses on phonics, decoding, reading speed and phonological awareness for 8-9 year old children in reading difficulties. Participants were selected on the basis of screening test results in grade one (decoding and reading comprehension). The participants were divided into two groups, an intervention group (A1, n=10 children) and a control group (A2, n=10). A1 received 30 minutes of intense reading instruction every day for six weeks from special educational needs teachers on top of their usual classroom based reading instruction. The control group received only their usual classroom-based reading instruction.

AbstractThe purpose of this essay is to increase the knowledge of which strategies students with reading and writing disabilities or dyslexia use to learn in secondary school. The study aims to examine the following questions:Which coping strategies do students with reading and writing disabilities use in their studies?How can remedial teachers support students with reading and writing disabilities in their learning process?The study consists of two interviews with a total of three hours recorded material made with a secondary school teacher who teaches Swedish and English. The teacher has experiences of reading and writing disabilities herself but also from teaching students with dyslexia. The interviews are constructed into a lifestory describing experiences of reading and writing disabilities in school, during teacher training and as a teacher.

The purpose of this study was to broaden knowledge about how native language support works in three pre-schools departments in a multicultural area. The questions were how native support works in the current pre-schools departments, which language development methods and forms used by educators to work with native language support, and if they experience any difficulties. I used interviews as a research method, with three child-care and one preschool teacher.The results showed that all departments on both of the pre-schools have native language support with a permanent bilingual staff, outside the ordinary activity. The mother tongue is also spoken in the everyday activities in two of the departments. The third department is only spoken native language with their children if they do not understand what they say in Swedish, or if they are sad.The concrete material is lifted up as a good and important tool in all three language groups, because verbal language is not always enough for all children to understand.

Syftet med föreliggande studie var att bidra till utvecklandet av självskattningsskalor för föräldrar till barn med ätstörningar. Skalor som ska kunna användas diagnostiskt men också vid utvärdering av behandling. Två instrument utprovades; AESED som mäter i vilken grad föräldrar anpassar sig till ätstörningssymtomen och hur påverkan på familjesystemet ser ut med utgångspunkt i Schmidt och Treasures modell om vidmakthållande av symtom, samt FQ som mäter expressed emotion. Detta kompletterades med HAD som mäter ångest och depression. Studien genomfördes vid SCÄ ? Stockholms Centrum för Ätstörningar och data jämfördes med motsvarande material från Västerbotten.

The purpose has been to investigate leisure-time centers actual work on children with attention deficit disorder. In addition, the study strives to make leisure-time centers way of working, in relation to their assignments, visible. The study has also compared how the leisure-time centers work and what the research says. The survey was conducted with the help of three exploratory interviews with pedagogues and three-piece observations at the leisure-time centers. It was carried out at three different schools in two counties in Sweden.The results of the survey show that the schools are trying to create clear procedures, though the centers succeed with this in varied degrees.

This study is aimed at finding out how nursery and pre-school teachers carry out their obligation to report suspected child abuse, and their views on the issue. The study was alsoa imed at highlighting any difficulties teachers might have when dealing with children who arem istreated. In addition, the study examines the impact on teachers and children when thet eachers decide to either report or not report abuse.The main issues addressed by this study are:  Are pre-school and nursery teachers aware of their duty to report suspected child abuse and what are their opinions regarding this duty?How do the teachers claim they behave if obliged to report and what difficulties dothey encounter?In order to find the answer to these questions, qualitative interviews were made with eight pre-school teachers. The empirical evidence has been put in relation to theories of action and communication as well as to previous research in the area that concerns children who are mistreated.

The study's purpose was to get a picture of what a number of class teachers know about and their views on the concept of working memory and working memory training and whether this affects their working and teaching in the classroom. The study is based on qualitative interviews and classroom observations and the theoretical perspectives that the study is based on two: didactic perspective and the socio-cultural perspective. The results of my study show that the class teachers' views and use of the concept of working memory is limited, even if they unknowingly working on parts of it in their teaching. All classroom teachers in my study term difficulties that can arise for students as concentration difficulties, which according to previous research can count towards deficiencies in working memory. All of the respondents in this study believe that it is mostly special education teacher who trains working memory, and that they themselves do not have that knowledge. They also believe that the classroom environment is important for all learning. Common to all respondents consider that the topic is important and would like to have more knowledge of how they can help and support pupils with poor working memory. As a special education teacher and teacher you often meet students who have trouble concentrating, and because of this may be difficult to absorb knowledge as when reading.

AbstractThe purpose of this study is to deepen my knowledge in how teachers can teach pupils with reading and writing disabilities, and also find out how a co-operation with remedial teachers can look like.The study is based on qualitative interviews with two teachers and two remedialteachers.The study shows that the two teachers´ co-operation with the remedial teacher appeared to bedifferent. The teacher who had the longest work experience was the one of the two that had a co-operation with the remedial teacher, the other teacher who graduated in 2007 did not have any co operation at all with the remedial teacher.The study also showed that the teachers and the remedial teachers in the study had different opinions about what method to use for pupils with reading and writing disabilities, and that the LTG method was the one most frequently used .All the participants in the study agreed that reading and writing disabilities is a large area, andthat there is a large variety in difficulties among the students . Some of the difficulties the participants had experienced were problems with decoding, pupils that had problems with learning the letters..

During my practice as a teacher trainee at an upper secondary school it became clear to me that many pupils have difficulties with algebra. Also in a report from the National Agency for Education (1999) you can see that the students algebra knowledge get worse and worse. I was surprised to find that many pupils seemed to get stuck on the level of attainment for the senior level of the nine-year compulsory school. As I have not studied anything about difficulties in algebra during my training to become a qualified teacher I would like to get to know more about this. I also examine why you have to study algebra in upper secondary school.

Today?s feeding methods can determine the domestic pig?s abilities to fulfill basic behavioral needs, such as foraging, and the way in which pigs are feed is an important aspect. Feed does not only provide the energy and nutrients critical for survival, but feeding is also associated with a number of other factors contributing to well-being and reproduction. Today the feed for gestated sows is often composed by high energy and low dietary fiber grain products such as wheat. Three kg of this kind of feed can often be consumed by the sow within 20 minutes.

This research overview examines what research says about upper secondary school students' difficulties with complex numbers. The three main areas covered are general difficulties with complex numbers, how to teach the subject, and whether the history of complex numbers can be beneficial in this teaching. A historical deep dive into the history of complex numbers is also included to further investigate this idea. The results show that upper secondary school students struggle with complex numbers in various ways. The name of the subject creates a negative connotation, as it is initially perceived by students as fictional and complicated. Furthermore, a consequence of the inherently abstract nature of complex numbers is that gaining a comprehensive understanding of them is challenging.

Inom området psykologisk behandling har intresset för känsloreglering och svårigheter med känsloreglering som gemensam nämnare vid psykisk ohälsa allt mer ökat. Vid behandling enligt Dialektisk Beteendeterapi av Borderline personlighetsstörning har svårigheter med känsloreglering varit en central del, både att i behandling arbeta med för att uppnå ett större fungerande, och i förståelsen av svårigheter hos individer som har fått diagnosen. Vid utvärdering av behandling har dock instrument riktade specifikt mot känsloreglering och eventuella svårigheter saknats. Denna studie har undersökt om frågeformuläret Difficulties in Emotion Regulation Scale (DERS) kan användas för detta syfte. Resultatet visar en användarvänlighet av formuläret och signifikanta skillnader i svaren mellan en patientgrupp med diagnosen Borderline personlighetsstörning och en kontrollgrupp.

AbstractMy purpose with this study is to find out if it helps children who have diffuculties with their concentration if they get to practise their motor behaviour knowledge during their day at the school to promote their learning capacity. My purpose is also to find out how schools works with motor behaviour training. To get answers to my questions have I done interviews with four educationalists and I have also used books and internet sites. Motor behaviour is of importance to how children learn things in the school, without a well working motor children gets difficulties to sit still and to concentrate. The children may put their energy at the wrong things in the classroom, when the energy instead should be need to learning things.

AbstractThe purpose of this essay is to increase the knowledge of which strategies students with reading and writing disabilities or dyslexia use to learn in secondary school. The study aims to examine the following questions:Which coping strategies do students with reading and writing disabilities use in their studies?How can remedial teachers support students with reading and writing disabilities in their learning process?The study consists of two interviews with a total of three hours recorded material made with a secondary school teacher who teaches Swedish and English. The teacher has experiences of reading and writing disabilities herself but also from teaching students with dyslexia. The interviews are constructed into a lifestory describing experiences of reading and writing disabilities in school, during teacher training and as a teacher.

Background: The basis for a price valuation of a company is dependent on both its assets net worth and earnings calculations. While the assets are an important part of the valuation of a company, it is important that the valuation is reliable and resource usage can be measured and allocated to each time period. Purpose: The purpose of this essay is to illustrate the difficulties when valuating and allocating own produced fixed assets. Accomplishment: We have chosen a case study where the aims are to understand and explain the difficulties with valuating and allocating own produced fixed assets. The research is based on nine personal interviews.