AbstractThe purpose of this article was to examine how students learn French by integrating a multimode way of learning through literature, music, poetry, painting, reading, writing and IT in the classroom, in order to create understanding and motivation regarding the subject, but also a sense of cooperation and sensibility toward each one of the students Individual work. In the study of Victor Hugo?s novel Les Misérables as a tool for learning and deepen understanding about human values, the focus was laid on essentials questions such as the question of good and evil which is the major theme presented in the novel. The results showed that the students developed a vast interest in literature and human condition and made progress in French in both oral and written work but also acquired more knowledge about the French history..

Abstract Denna uppsats handlar om att undersöka hur andraspråkselever som misstänks ha läs- och skrivsvårigheter/dyslexi utreds på en skola. I en empirisk studie intervjuas sex stycken pedagoger som arbetar med att göra de inledande testerna/kartläggningarna på elever med misstänkt dyslexi/läs- och skrivsvårigheter. Lärarna i undersökningen arbetar inom samma upptagningsområde som speciallärare/pedagoger. Uppsatsens resultat visar på att tillängliga diagnosverktyg på undersökt skola inte är anpassade för att kunna säkerställa en eventuell diagnos hos elever med ett annat modersmål än svenska..

The aim of this Masters thesis is to describe the information behaviour of six adults with dyslexia with focus on how they handle information problems. The data consists of literature and interviews with six persons with dyslexia. The theoretical framework used in this study is Anders Hektors theory about human information behaviour as well as concepts and theories from the library and information science field. Ten information activities are used to describe the informants information behaviour. Answers are sought to the following questions: · How do the informants describe their backgrounds and their reading- and writing disabilities? · What problems do the informants meet in the context of information in their everyday lives with reference to ten particular information activities? · How do the informants solve these problems? The study showed that the main problems for the informants appeared to be difficulties with reading and spelling, problems with the appearance of the information, lack of time and stress while reading and writing as well as problems with lack of awareness about dyslexia.

The purpose of this study has been to investigate how individuals with reading- and writing disabilities and dyslexia handle their information need in the workplace. The method that has been used is a qualitative study made with interviews with individuals who have these problems, to see how they think and feel about the flow of information on their everyday basis. The study?s respondents are working women between the ages of 27 and 47 years old and they have reading- and writing disabilities and dyslexia. The most interesting results of this study are that the respondents are avoiding jobs where they need to read and write much and where they also do not like changes in their job situation.

The theme of this essay is literacy training in pre-school. The theme takes it starting point in a project, where my colleagues and I noticed our children playing with writing and symbols. It leads to an exciting, reflecting and developing project, a project that will go on for six months together with twenty children in the age of five and six.The essay describes how I and the rest of the staff work with the project, and also how we try to find challenges that are meaningful for our children. When we worked with the project I ended up in a dilemma how I as a teacher was to retain the children?s joy and curiosity for writing without making it boring.

Swedish schools have during the last few years started to providing pupils in high school with tablet-computers. By doing interviews I examine how pupils in high school use tablet-computers in different ways and how that affect their studies. From a sociocultural perspective and with the concept of artefacts I analyze how suitable tablet-computers are for studies on this level of education. My results show that the tablet-computers are used as the pupils primary study tool. They are available to all pupils and can be used in most parts of their studies and this creates new opportonities in how to interact with collective knowledge and with other people.

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 report describes a comparative study about reading- and writing development in ?A-towns school? in The Gambia and in ?Villaskolan? in Sweden.The purpose of this study is to compare two teachers in Sweden with two teachers and two volunteers from the school in Gambia, with focus on their thoughts and methods on teaching reading and writing at each school and in their social context. The aim is also to observe and describe how classroom environment at both schools can encourage students to read and write.The theoretical base of this study is rooted in a sociocultural perspective but I have also chosen to illuminate behaviorism and cognitivism. The study is qualitative and the main research methods are interviews and observations of the classrooms.My conclusions are, even though considerable differences in approach and conditions, teachers in both schools work hard and show dedication towards their students.Another finding is that teachers use different techniques and working methods to achieve the same goal -to teach their students to read and write based on what is required of them in their cultural and social context. The different ways of teaching have been caused by the existence of different perceived needs based on culture and tradition.One conclusion is also that read and write requirements for students in the Gambia and Sweden are different from each other.

The theme of this essay is literacy training in pre-school. The theme takes it starting point in a project, where my colleagues and I noticed our children playing with writing and symbols. It leads to an exciting, reflecting and developing project, a project that will go on for six months together with twenty children in the age of five and six.The essay describes how I and the rest of the staff work with the project, and also how we try to find challenges that are meaningful for our children. When we worked with the project I ended up in a dilemma how I as a teacher was to retain the children?s joy and curiosity for writing without making it boring.

Purpose: my aim was to explore ways that teachers can support students with dyslexia and what/ which tools some teachers / special education teachers use to facilitate students.Method: I used a quantitative method by interviewing some regular teachers and special education teachersResults: In my study, I learned how some teachers can support students by reading loud to them; a main task for the teachers could be to create the love of reading for the students. That task was reinforced by students' self-image..

Children with Reading and Writing Difficulties and Their Language and Cognitive AbilitiesA Comparison with Children with a Cochlear ImplantAbstractThe aim of this study was to examine the cognitive abilities that are important for reading in children with reading disabilities, children with a cochlear implantation and typically developed children. 64 children aged 10-12 years participated in the study. To answer the question at issue we used the following tests: Block Design from WISC III, PPVT III, TOWRE, SL 40 and a few chosen tests out of the SIPS battery. On tests of the lexical access children with reading disabilities performed at the same level as hearing children, while the children with a cochlear implant performed significantly lower. Test of the phonological and complex working memory showed that children with reading disabilities performed significantly higher than children with a cochlear implant, but at the same time lower than typically developed children on the test of phonological working memory.

The aim of this study was to investigate which factors teachers and special needs education teachers view as being the main causes of mathematical learning difficulties and from these choose how to educate pupils with these difficulties. The aim was also to investigate how this education is organised at two different schools. An interview based investigation addressed these objectives by using three comprehensive questions:Which factors do the teachers and special needs teachers view as being the main reasons for mathematical learning difficulties?How do teachers and special needs teachers educate pupils with mathematical learning difficulties?How is the education organised for pupils with mathematical learning difficulties at two different schools?This study is based on four interviews of three teachers and one special needs teacher. The people interviewed work at two different primary schools in the same local authority.

Title: ?The letters jump?- to struggle with decoding and still understand what you are reading.Author: Maria EkUniversity of UmeåDepartment of EducationSupervisor: Asbjörg WestumExaminer: Fredrik KarlssonKeywords: Poor readers, Structured text talks, Reading strategies, Reading comprehension, Commitment and Motivation.During the past decades, Swedish studies show that reading comprehension and skills in reading strategies have decreased. In secondary school for individuals with learning disabilities there has been a focus on care-taking rather than on comprehension in general, and on reading comprehension in particular.The purpose of this study was to investigate whether Reciprocal Teaching would increase reading comprehension and motivation among upper secondary school for individuals with learning disabilities. The study presents how three 17-year-old pupils and their teacher, discussed expository fact texts during twelve lessons using the reciprocal method combined with power point-presentations to get the students to read more actively with interferences and reflections. The ambition was to make the structured text talks as interesting as possible with texts easy to read, technical aids, structure to make the students feel security when reading and to get committed pupils with an increased interest in reading.The results show an increase in motivation in reading, and the students were more prone to take an active part in discussions..

In the discourse of teaching it?s often mentioned that the pupil?s previous knowledge and experience plays an important part in the process of learning. For the teachers it?s in general crucial to be familiar with their pupils abilities and skills, talents and shortcomings in order to successfully teach them. Knowledge and an understanding of their pupils, also helps the teacher to organize and customize a successful teaching for each individual.

In this paper, the aim was to investigate how the Swedish subject is projected in textbooks for grade 6 and grade 9. The study was conducted based on the grounds that teachers need to be aware of the increasing expectations placed on students? literacyknowledge. To determine how well a textbook helps students to develop these skills, four textbooks? assignments have been analyzed using textual analysis based on learning theories, literacypractices and Swedish substance conceptions.