The purpose of my study is to investigate teacher?s perceptions of their mission in the preschool class, and how they work to promote children?s written language development. What methods and working methods they use to awaken curiosity and motivate children to read and write. I am using the qualitative research method to get answers to my questions. I have made four qualitative interviews with four teachers in preschool classes from different schools.My questions are:What conceptions does teachers have about their mission in a preschool class?What different methods and approaches does teachers use to stimulate and wake children?s curiosity for reading and writing development?The theoretical basis for my study is the socio-cultural perspective, where learning occurs in interaction.

The aim of this study was to describe and analyze if and in that case how project Speaking English contributes to improved skills in English to pupils in reading and writing difficulties. The project started out in order to give pupils in reading and writing difficulties an alternative to the regular English teaching. The study was carried out in two nine-year compulsory schools. We have conducted interviews with both teachers and pupils to see what they think about the project. According to the teachers we interviewed Speaking English contribute to improved skills for the pupils and they also believe that their chances to pass the 9th grade will increase.

Mitt examensarbete har till syfte att undersöka lärares erfarenheter av hur elever dokumenterar och reflekterar över sin arbetsprocess och sitt färdiga slöjdföremål på textilslöjden i grundskolan. Den metod jag valt är den kvalitativa forskningsintervjun med öppna frågor för att få veta hur intervju personerna upplever att elever reflekterar och dokumenterar över sitt arbete. De personer jag valt att intervjua är fyra textilslöjdslärare. Jag har kommit fram till resultatet att de fyra lärarna anser att dokumentation och reflektion är viktigt, de upplever att muntlig reflektion pågår under större delen av lektionen. Undersökningen visar att eleverna dokumenterar i loggbok eller genom skriftliga utvärderingar, där de beskriver arbetsprocessen och visar vad de lärt sig.

This study investigates how assistive technology tools are used in the classroom by students in reading and writing disabilities in the school years immediately prior to moving to gymnasium. Through observations and interviews with two students and two teachers this study also considers if the use of these tools can lead to increased accessibility and goal fulfilment, and whether these elements are prerequisites for success. The result shows that the students use laptops in the classroom, primarily for writing longer texts, and that in order to be successful, an early start, equipment, time and positive attitudes towards the tools are important. The students use the tools in the classroom, but they have very different feelings about how included they are in the class. The participants see a clear link between the use of assistive technology tools and increased goal fulfilment. .

Hur kan en läsupplevelse skapas med inriktning mot manliga läsare? Genom att ta reda på vad som format boken till hur den ser ut idag, undersöka fenomenet "visual writing" och skillnader i manlig/kvinnlig läsning kunde begränsningar och möjligheter skönjas för att utveckla formgivningen av en tryckt artefakt med skönlitterär text. Möjligheterna för digital bokformgivning är stor men i detta arbete undersöktes hur den tryckta boken kan utvecklas vidare. Utifrån respons på det färdiga resultatet kunde en tendens ses att en manlig målgrupp kan uppskatta visuella element i skönlitterära böcker, och att det är något som inte stör läsningen..

This paper analyzes Allt, Martina Lowden's novel from 2006, from a media discursive perspective. The theoretical framework consists of Michel Foucault's discourse analysis, Friedrich Kittler's research on hermeneutic reading, and N. Katherine Hayles's studies of pattern?randomness controlled meaning production. Various examples on how communication technology influences the narrator?s act of writing illustrate the medial discourse surrounding the body of Allt.

This study aimed to investigate written and oral narrative in adults. The participants consisted of 30 subjects aged 32-79 years. They produced one picture elicited and one free narrative, both written and orally. The written narratives were recorded in a keystroke logging program and the oral narratives were transcribed orthographically. Data from all the narratives were analyzed according to: number of words, words/minute, active writing time, total process time, number of characters and number of characters in the final text.

The aim of the study is to investigate how a teacher uses multimodal resources with an interactive whiteboard while teaching reading and writing. The aim is also to investigate what view the teacher has on using an interactive whiteboard while teaching reading and writing. Video-recorded observations and audio-recorded interviews are the methods used to collect data. The analysis was performed from a multimodal perspective and is also inspired by interaction analysis. The result of the analysis showed that the teacher uses several multimodal sign systems in combination with those found on the interactive whiteboard.

The drama of Kristina Lugn?s Kvinnorna vid Svansjön (The women by the Swan Lake) takes place in the dialogue and language; the same ambiguous language that is found in Lugn?s poetry. In this essay I examine how meaning and dramatic tension is created in the dialogue of Kvinnorna vid Svansjön.I describe the play, using concepts from various drama theories. However, the most important concepts of classical drama theory such as "story" and "plot" are not really applicable. This is because of the contradictory information given in the dialogue.

Abstract:According to the curriculum of the Swedish school the pupils should develop their historical consciousness. The aim of this study was to find out which pupils develop this consciousness by listing to an historical novel, talking about that book and writing stories. The study went on for four weeks and the subject of the teaching was the Middle Ages. 28 pupils took part and a variety of methods were used: 1: questionnaire about the lives of the pupils, 2: Making observations of their attitude to the teaching and 3: story writing. The results show that the social background does not influence the development of an historical consciousness.

The purpose of this report is to contribute with knowledge about the views within special education. I want to explore and compare the way students with special needs are approached within two different pedagogies in Sweden: Waldorf pedagogy and Montessori pedagogy.I have closely studied these pedagogies, read the literature from existing research and also by conducting two interviews with a representative from each pedagogy Both pedagogies claim that their teaching methods are most suitable for children with reading and writing difficulties..The Waldorf pedagogy was founded in 1919 in Germany by Rudolf Steiner. The pedagogy believes in the development of the students into independent children who can use their bodies as a tool for the learning of knowledge. The Montessori pedagogy was also founded in the beginning of the nineteenth century and stands for developing the students into independent individuals. However, the pedagogical approach to reading, writing and dyslexia is different.

Based on the assumption that the work of contemporary Swedish poet Helena Eriksson, in various ways elaborates the inseparable relation between body and language, this study aims to investigate how this view of language comes to expression in her poetry. Stepping from a theoretical background of feminist perspectives on the body, as well as recent theories on poetic materiality, the analysis points out how the concepts of aesthetic and/or linguistic materiality, social and technological materiality, and what can be described as the ethical dimension of materiality, all as termed by Jesper Olsson and Fredrik Hertzberg, take on feminist implications in Eriksson?s poetry. Through the theory of feminist anthropologist Vicki Kirby and her account of Derrida?s general view of writing, the study makes use of a deconstructive approach to the later work of Eriksson.

Studien undersöker Linköpings kommuns externa webbplats och hur lättillgänglig den information som finns där är för en äldre målgrupp med utgångspunkt i framförallt språk och layout. Metoderna som använts för att samla in data är intervjuer och observationer samt en textanalys som utgår från det vidgade textbegreppet. Resultatet visar att de äldre hade vissa svårigheter med att hitta fram till rätt information, främst på grund av hur olika begrepp användes på sidorna, svag förståelse för länkhierarki och layout, fysiska svårigheter samt inställning och vana. För att göra webbplatsen mer lättillgänglig kan man till exempel jobba med visuell framskjutenhet, bilder och förenkla språket..

The aim of this Master?s Thesis is to study readers and authors of Harry Potter fan fiction, in order to answer the question of why they read and write fan fiction about Harry Potter, and which factors determine what kind of fan fiction stories they read. The empirical material consists of three qualitative interviews with fan fiction readers and authors, and a textual analysis of four internet forums for discussions about Harry Potter and fan fiction. The theoretical background is based on reception theory and reader-response criticism. The results show, that commitment to, and interest in, the source material is an important reason as to why the participants of the study read and write Harry Potter fan fiction.

The purpose of this study was to investigate how two students at intermediate level in reading and writing disabilities and two special education teachers perceive the use of assistive tools in school. The questions used to answer the purpose was how assistive tools are used based on students´ perceptions, the purposes for which assistive tools are used based on special education teachers´ perceptions, what opportunities and/or barriers pupils and special education teachers experiences with assistive tools and how it works when assistive tools are implemented based on students´ and special education teachers´ perceptions. Data were collected by interviews. The results show that the assistive tools are mainly used for writing assignments and to ?read-with-ears?, primarily to facilitate the learning process in the classroom.