The aim of the study was to investigate how teachers work with reading aloud. The aim also included examining their ideas about and motives for reading aloud. The study consisted of interviews with three teachers at the lower level of compulsory school along with observation of one of these teachers during a reading aloud session. The interviewed teachers work at three different schools in the same geographical area.The analytical tools chosen for the study were the theories of Rosenblatt. The three basic skills that Damber et al.

The purpose of this thesis is to examine projects for readingpromotion, aimed at boys, between 8 and 16 years of age. Therelations between librarians approaches to reading and methodsfor reading promotion are analysed with a gender perspective.The study is based on qualitative methods. Librarians involved infour reading projects have been interviewed. In the analysis, ourempirical material is related to theories of approaches to reading.Results have also been compared with earlier studies regardingboys reading, reading promotion, gender and male stereotypes.We find that an emancipatory approach towards reading is themost common. The librarians´ views showed that discussion,development, reading for pleasure and focus on the content of thebook were central to the methods used in the projects.

The purpose of this study is to investigate how teachers work with Autism pupils in two different schoolforms: a traditional elementary school and a language school. The study was based on three questions: 1. How do teachers in elementary school prepare, plan and implement reading and writing instruction to Autism pupils? 2. How do teachers in the language unit prepare, plan and implement their reading and writing instruction to Autism pupils? 3.

AbstractMy essay is about pupils with difficulties in mathematics. I have choosed to do a literaturestudy and interviews of teachers to get some answers to my framing of the questions.· What is mathematical difficulties?· How do we discover pupils with mathematical difficulties?· What can a teather do to facilitate for pupils with mathematical difficulties?· What resources is there to help pupils with mathematical difficulties?I have done my investigationin two schools to be abel to see if the schools are working in the same way and have the same prerequisite of pupils with mathematical difficulties.By doing an interview with both teachers and remedial teachers I have got a better insight how to help pupils in the best way. Both of this schools are putting the pupils in the middle and give them wath they need to get to the destinations that claims. The procedure are not the same between the schools.

The purpose of this discourse-analytical study is to investigate teachers? beliefs about writ-ing and writing instruction and how their beliefs and writing instruction can be understood in relation to the Lgr11 syllabus in Swedish. The study included five teachers who teach in grade 6 of primary school, where I applied Roz Ivani??s theories of written discourses, based partly on interviews with teachers and classroom observations of teaching, partly on the Swedish curriculum for grades 4?6. The result shows that teachers move within creativi-ty, process, genre and social practice discourse, while the skills of discourse and the socio-political discourse lack matching.

Arbetet ger en översikt av hur Reading Recoverymetoden fungerar i några svenska skolor. Med hjälp av kvalitativa, halvstrukturerade intervjuer har vi fått fram de resultat som visar vilka likheter och skillnader det finns hos de pedagoger som arbetar med Reading Recoverymetoden..

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. .

The aim of this study is to investigate how a number of fathers read and what their perceptions of both their own readingand the reading they experience with their child/children look like. I also want to investigate their thoughts about the importance of reading to children. The study is based upon qualitative interviewswith four fathers who are active readers and have children between 3-6 years of age. The analysis does not offer any generalizations. As a conceptual framework for this study, I used Sten Furhammar?s categories of different types of reading to find out what fathers reading habits look like and what they wish to obtain.

The purpose of this thesis is to increase the knowledge about the comprehensibility of the easy-to-read civic information. In the study I present my analysis of the content of four easy-to-read texts from four government authorities. The analysis constitutes the starting point for interviews with the target group ? people with a minor mental retardation ?, but it also reveals some possible difficulties for the intended readers. In the empirical study ten persons from the target group were asked to read a text and the comprehension was tested by oral questions about facts in the text.

The aim of this master thesis?s is to examine what functions writing activities can have in the public library. Some public libraries offer their visitors writing activities, for example courses and camps. The public library is an institution with a particular identity, with special norms and properties which participants within the institution construct and reproduce. The main question of this thesis is to investigate how writing activities can be a part of the public library?s institutional identity and what functions writing activities in the public library can have.

The aim of my study is to investigate if and in that case how the writing process and texts written by students in the upper secondary school are affected by the writing tool; does it matter if they write their texts on a computer or by longhand? Another objective is to compare such an effect with the findings of previous studies performed on earlier generations of writers. The first part of my study was a survey. It showed that two thirds of the 67 students participating thought that they would have written better texts in the national writing test if they had been able to use computers. In the second part of the study each of the fourteen participants wrote one text on computer and another by hand.

This master?s essay presents a study designed to investigate twelve police students?ability to handle academic writing conventions and to show critical-analyticalcompetence in their degree projects, which are written as part of the education atSweden?s three police academies. The education of police officers is not an academicone, and the students? main focus is therefore on writing texts in the field of policediscourse. At the same time, scientific principles and critical thinking are emphasized intheir syllabus, but the question of how students handle the encounter with academicdiscourse has so far not been investigated.

The aim of this Master?s thesis is to investigate the meaning the reading group of the public library has to a number of users. To fulfill the aim the following three questions have been formulated: 1) What do a number of users expect from the reading group of the public library? 2) Which approach/attitude or approaches/attitudes do a number of users have to reading and to talking about reading? 3) How do a number of users experience the ongoing reading group?The research is founded on qualitative interviews with five users that take part in three different reading groups in public libraries. The theories that are used is the theory of three so called strategies - the pragmatic, the traditionalistic, the emancipatory ? and the theory of flow.

The aim of the study is to investigate how teachers in grades 1­­­­­­­­­­­?3 use reading aloud to develop the pupils? reading comprehension and how they reflect on the method. The study is based on interviews with four teachers, all of them working in these grades. The interviews have been interpreted hermeneutically and the statements compiled in accordance with the aim and research questions. The results indicate that all the teachers are aware that reading aloud can be used as a resource to develop pupils? reading comprehension.

The aim of this study is to examine ways of writing experiences of the strange and different, experiences of the other in his or her otherness and experiences of suffering. The study focuses possibilities and limits for the writing of these experiences and aims at finding a tangible way of writing literature. Part of the aim of this study is to elaborate a proposal for a way of writing experiences of the strange and different, experiences of the other in his or her otherness and experiences of suffering.    The material for the study consists of three different approaches to literature, in which theories on literature or analyses of literary works are presented. This material is initially analysed in separate analyses in which conceptions, strategies and methods for writing experiences of the strange and different, the other and suffering are identified. Secondly, the material is analysed in a comparative analysis, aimed at finding similarities and differences between the approaches but above all to let the approaches supplement and challenge each other.