The purpose of this study was to investigate the collaboration of four learners of Swedish as a second language during a pair-writing task, as well as their experiences of the process, in order to draw conclusions about how to execute pair-writing in the L2 classroom. The study has found that the establishment of compatible partners are of great importance to achieve success and learning through pair-writing. One of the pairs studied managed to work well together and use each other?s knowledge to improve their text, while the other pair continuosly battled for dominance, which had a negative impact on their performance. The two successful students had enjoyed the task and believed they had learned something from it and that pair-writing can be a useful source of knowledge.

The aim of this study was to explore and describe how four teachers work with literacy in preschool and grade one, ages 6 and 7. The aim was also to explore the progression of reading and writing as well as the collaboration between teachers in preschool and grade one. The study has a qualitative approach and data was collected through observations and interviews. The findings indicate that teachers in preschool have similar activities and approach to what guides the work. Regarding teachers in grade one it shows that they both are working with reading and writing in a varied way.

The aim of this study is to investigate a number of class teachers' thoughts on the use of information and communications technology (ICT) in early literacy learning. The study has been conducted as a qualitative study, interviewing five teachers with the help of an interview guide. Three central questions were posed.What perception do the teachers have about the use of ICT in their tuition?What perception do the teachers have about the pupils' literacy learning in teaching with ICT tools?What perception do the teachets have about teaching and learning by means of ICT when it comes to pupils with reading and writing difficulties/dyslexia?The overall theoretical basis of the study is Vygotskij's sociocultural theory.In conclusion, the result of the study is as follows.Most class teachers feel that the training they have undergone in ICT education was adequate, but they also call for skill development.Most teachers believe that the use of ICT tools provide opportunities to adapt their teaching to pupils' knowledge level. The teachers' opinion is that ICT in teaching is useful for pupils' progress in early literacy learning.Most teachers also believe that ICT tools in teaching can be of some help for pupils with reading and writing difficulties/dyslexia.One obstacle in helping these pupils is lack of time.Therefore, the majority of the teachers hand these pupils over to special education outside the classroom..

The paper directs to introduce the turkish literary tradition to an fairly unknown european audience, as well as to present a turkish poet called Orhan Veli. Since there is hardly any literature written within this subject in either swedish or english I have come to the conclusion that the europeans have not yet been subjected to a discussion of this nature. For this reason my main task has been to gather and compose all that has already been written within this matter. I have chosen not to dig deep into such an unexploared subject, but rather offer different types of entries with which further research can be pursued and built upon.The early literature in Turkey consisted mostly of imitations of the well established arabic- and persian traditions. Because of that the turkisk modernism came, in comparison to the rest of Europe, relatively late.

The purpose of this study was to examine how teachers practice Arne Tragetons theory of using computers as the first writing instrument in reading and writing development. We wanted to clarify how the work from using Tragetons theory was applied while investigating if and how other methods of reading and writing instruction were used. Our interest lays in how the teachers accomplished the knowledge of this theory and also how the choice of this approach came about. To investigate this we used interviews with a qualitative nature, where seven active teachers were interviewed. They worked in three different schools in years one to three, they were all women and had various long experiences of work on the computer writing tools.

The purpose of this study was to investigate young teenagers 13-16 reading habits and attitudes concerning todays modern teenage literature especially written for the young teenagers. The study also includes the readers apprehension of the literature and how the target group is reached. The study is based on results from questionnaires, interviews and by compiling summaries of literature relevant to this study. Earlier research has been compared with results from this study. Reflections made by teachers and librarians concerning the youths reading habits are an integral part of the study.

This study is based on my work as a teacher of Swedish language and literature to upper secondary school students, and my interest in developing the teaching of literature by using both new criticism theories and theories of literary perception focusing on reader response. The purpose of the study is to examine the learning process in trying to develop literary competence and to find out how to describe the competence shown by the students. My starting-point is a discussion about literary competence and the theory and model of literary competence by Örjan Torell. In examining literary competence, by how students use their constitutional competence as well as performance and literary transfer competences, Torell´s model shows the possibility and the need for both knowledge of literature and personal reception by focusing on the dialogue between author and reader.The method is qualitative and the empirics are material collected in one senior high school class in the Social Science programme during their second and third year. The material contains written reading logs, written answers to tasks and transcribed recordings of discussions of literature.The analysis shows a variety among the literary competence shown and developed by the students and points to the complexity of understanding the concept of literary competence.

The purpose of this study was to examine what students themselves think about using computers in school. The study was conducted in a school in central Sweden. The students in focus were students with reading and writing difficulties, dyslexia or language difficulties such as an other native language. A total of eight students were interviewed. The interviews were analyzed using thematic analysis.

Ett av skolans mest utmanade uppdrag kan vara att upptäcka och arbeta med elever med lässvårigheter. Det övergripande syftet med den här översikten är att peka på hur modellen Simple View of Reading kan visa på de färdigheter som krävs vid läsning, svårigheter som kan uppstå och passande moment i arbete med dessa. Genom litteraturöversikten har nio nyutgivna internationella forskningsartiklar granskats för att svara till syftet. Översikten har sökt fokusera på inkludering av artiklar som endast behandlar yngre elever utan funktionsnedsättningar som adhd, apsperger, autism och/eller svårigheter genom tvåspråkighet. Alla artiklar i översikten är vetenskapligt granskade.

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.

The objective of the present study was to highlight preschool children?s encounters with children?s literature, in a heterogeneous language context.  The idea was to identify significant features in the linkages between the reading of children?s literature, didactic activities and children?s learning, language development and emergent literacy activities.  Our interest was directed towards the activities connected with read-alouds, as well as the preschool teacher?s perceptions of those activities.  The empiric material was collected by use of participant observations of four read-aloud sessions. After the observations the preschool teacher in charge of the observed read-aloud was in-depth interviewed. In addition, the physical print environment in the actual preschool was observed. The results indicate that the physical and social reading environment interact with each other.  Furthermore, the preschool  teachers? approaches and ways of working with literature does not always optimize the language, literacy and content area  learning opportunities for the children.

This study covers reading comprehension and the introduction of the "Tell me" approach as proposed by Chambers (1993) to a group of teachers in a Swedish F-3 school. Five teachers got to use the method for three weeks and were interviewed before and after the experiment to analyze their current ways of working and reactions to using the method in everyday tutoring. The result from the first interview showed that all of the participants had been using methods to improve the children?s reading comprehension prior to the study, but no one had tried the "Tell me" approach. After trying the method throughout the test period, all of the participants were positive about the methodology and showed an interest in continuing the use of it.

While almost 23 percent of the students in the Swedish upper secondary school are foreigners, only a fraction of the school libraries? collections consists of literature written in other languages than Swedish or English. This study examines how five school librarians experience the task of working with literature composed in foreign languages in the multicultural and multilingual school of today. The results of the qualitative interviews are analyzed in relation to the legislation and policy documents that the school libraries are working by, and also in relation to the theoretical framework of sociocultural theory and the theories on second language acquisition developed by linguist Jim Cummins.The study shows that while multilingualism is discussed as an important matter in the legislation and policy documents that the school libraries work by, the librarians in this study largely view the question of foreign literature as peripheral. Most part of the librarians connects first language reading to leisure-time activities rather than curricular activities, and stresses that the Swedish language should be prioritized in Swedish schools.

This paper is based on observations made in the classroom, interviews and studies ofliterature.The observations that I made during my practical training period made me believethat pupils with writing and reading problems succeeded more often with the methodsof teaching used in media education than with more traditional teaching methods.Through this study I hope to specify and define the factors that were the reasons for this. In doing so I wanted to show that you could adapt the teaching methods to reach more pupils with different kinds of learning styles.I have come to the conclusion that the following factors made the pupils with writing and reading problems succeed more often in subjects related to media education:Variety, time spent, the pupils? interests and the equipment used..

Introduction: The Reading the Mind in the Eyes Test is a widely used test for measuring aspects of social cognition. The aim of the present study was to provide results from a group of typically developing Swedish children (age 9-12) and to compare these results with children and adults in other Swedish and English studies, as well as results from a group of children with Asperger syndrome. Method: A Swedish version of the child version of the test was completed by 83 controls and by six children with Asperger syndrome. Results were compared between the two groups and with data from other studies. Results: The children in the current study did not differ on scores compared to children in the same age group in other studies.