This work concerns children with reading- and writing difficulties/dyslexia. My purpose is to investigate the practical experience of teachers as well as their everyday work with these children.My questions are:How do teachers work with children aged 4-9 who have reading- and writing difficulties/dyslexia?Which various teaching aids exist for children who have reading- and writing difficulties/dyslexia?Which subjects are affected by reading- and writing difficulties/dyslexia?To answer the above questions I have used the qualitative method. I have performed interviews and observations. Previous research has shown that reading- and writing difficulties/dyslexia is one of our most common disabilities.

AbstractThe purpose of this study is to analyse the reading- and writing-approaches: the LTG-method and the whole language-theory. The attention is to perform a comparative literate-study to distinguish their similarities and differences, and examine which one of the approaches that is most clearly anchored in the syllabus of the subject Swedish. The starting-point of the study is the questions: Which similarities respectively differences have the LTG-method and the whole language-theory? Which one of these theories is most clearly anchored in the syllabus of the subject Swedish? The study has shown that both the whole language-theory and the LTG-method can anchor in the syllabus for Swedish. However the whole language-theory has stronger hold in the syllabus, as the whole language emphasises the meaning of literature for reading- and writing-learning, and considers the pupils reflection during their learning-process and conquered knowledge-goal.

The aim of this Master thesis is to analyse the interaction in between reading and writing based on young writers experience. My approach was to investigate how writersread literature and how they look upon their reading in relation to their own writing.Seven young people has been interviewed in this qualitative study, based a theory about their reading and reading habits. They were asked questions about reading habits and theirview upon the connection between reading and their own writing.Previous studies of Swedes´ reading habits prove that relaxation and pleasure are the most common reasons for literary reading. This differs from the present study, where my findings shows that writing people, more than other, read literature, in the way people in general read non-fiction. That is with a purpose beyond the actual ?situation of reading?.

The purpose of this study was to compare reading development assessments with writing assessments to create an understanding about the relationship between the reading and writing ability of children. Another aim of the study was to look at other factors that cohere with the ability to read and write, such as background and socio-economic status. Our hypothesis was that explicit instruction in writing is necessary to develop good writing skills. We chose to conduct a quantitative study containing an inquiry, a dictation and a writing task. We compared our results with reading assessments based on a reading development schedule (LUS).

The purpose of this thesis is to examine the view on reading and reading promotion in the Culture of Reading (SOU 2012:65), based on three different approaches to reading and reading promotion; the pragmatic, the emancipatory and the traditionalistic. The thesis is based on the following questions; which view on reading can be seen in the Culture of Reading and which view on librarians? reading promotion can be seen in the Culture of Reading. To answer these questions, I am going to apply the aforementioned approaches on the Culture of Reading. The Culture of Reading is an official report from the Swedish government and parts of it will be subject to a qualitative content analysis.

To be able to read and write is necessary to manage well in life. It is important to get a good start in one´s reading and writing development. My purpose in this study was to find out how to teach children to read and write. Obtain knowledge about how to best help children during the early years of reading and writing development, and what is required to teach good reading and writing skills.I wanted to find out how the pedagogues work in the schools, and if they use ant special methods in their teaching. This is something that I, as a future pedagogue didn´t have much knowledge about, which is very important for my future pupils.My research method was qualitative where I interviewed three pedagogues who work whit teaching reading and writing in the early years.

The title of this monography is Discourses of Writing in the Curriculum of the A-course in Swedish. The aim of this monograph is to find wich forms and discourses of writing that are emphasized and premiered in the curriculum for the first course in Swedish during secondary education in Sweden, grades 10-12. What kind of writing are presented to the students and what potentially miss due to the selection? Is any form of writing presented more thoroughly or as more important than any other in the curriculum?The professor of linguistics, Roz Ivanic, has formed different discourses of writing that she has found being used in education of writing. With these discourses of writing  I have applied them on the curriculum and then been able to see wich forms of writing that are premiered.

The aim of the study was to explore how persons with aphasiaexperience literacy and reading and writing. Seven persons with mild-moderateaphasia were interviewed. The interviews were recorded, transcribed andanalysed using qualitative content analysis. The analysis resulted in three mainthemes; A changed reading, A changed writing and How to adjust andaccommodate to new conditions. The most apparent aspect was that theinformants experienced that literacy had changed, regarding what and how theyread/write.

Individual adaption to the student´s needs is a recurring main theme in the new Swedish curriculum (Lgr11). The purpose of this qualitative study is to examine how teachers work with individual adjustment for students with reading and writing difficulties. The study was based on five questions;In what way do teachers organize their teaching in the classroom individually for students with reading and writing difficulties?What methods do they use for student´s with reading and writing difficulties?What difficulties do they encounter in their teaching?How do the teachers reason to curriculum goals regarding individual adaptions?How do they think about their own knowledge regarding reading- and writing difficulties and dyslexia?The method for my study was qualitative interviews. Five teachers were interviewed in semi-structured interviews.

Individual adaption to the student´s needs is a recurring main theme in the new Swedish curriculum (Lgr11). The purpose of this qualitative study is to examine how teachers work with individual adjustment for students with reading and writing difficulties. The study was based on five questions;In what way do teachers organize their teaching in the classroom individually for students with reading and writing difficulties?What methods do they use for student´s with reading and writing difficulties?What difficulties do they encounter in their teaching?How do the teachers reason to curriculum goals regarding individual adaptions?How do they think about their own knowledge regarding reading- and writing difficulties and dyslexia?The method for my study was qualitative interviews. Five teachers were interviewed in semi-structured interviews.

AbstractThe purpose of this study is to illuminate if the preventive practices and the identification of early signals about reading and writing difficulties is different between two Norwegian and two Swedish teachers' work in preschool. Research questions focused on the differences as well as similarities between Swedish and Norwegian educators working preventively current literacy in preschool, and their efforts when they identify signals to reading and writing difficulties.The study has been conducted through interviews with four female teachers, two who work  in Norway and two in Sweden.Swedish and Norwegian teachers work preventively on reading and writing, analysis resulted in three categories; books in text and pictures, words and rhyming chants and songs. No differences between Norwegian and Swedish pedagogues? prevention methods could be identified, however Norwegian teachers put more focus on rhythm and rhythmic pat exercises than the Swedish educators.The conclusions are that the Norwegian teachers mention more preventative approaches and early intervention for children with suspected dyslexia, than the Swedish teachers in the study makes. The Norwegian teachers also seem to have access to more expertise in connection with suspected dyslexia, compared to the Swedish teachers.

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 purpose of this paper is to examine how teachers choose to work with the teaching of reading and writing skills, how teachers justify their choice of teaching method and how the documentation of student development is being used. This paper also discusses the definition of reading and writing, phonological awareness and how different reading- and writing educational methods can be combined. The gathering of information has been done through a literature review in which I have looked at past research on reading and writing. I have also conducted qualitative interviews with teachers involved in literacy learning. The result of my research shows that it is not possible to determine which literacy learning methods that are most effective.

This study was aimed to examine what happened when a municipality in Sweden invested in ICT. The purpose of this study was also to find out how the change of process with ICT investment was expressed the need for more knowledge. This was called ?one-to-one? with the goal that all students would have their own computer during their years in school.Teachers have been interviewed and observed about how they work with ipads during reading and writing lessons. The teachers in this study said that they need more knowledge to improve their everyday work with ipads.

The purpose of this paper is to examine how teachers choose to work with the teaching of reading and writing skills, how teachers justify their choice of teaching method and how the documentation of student development is being used. This paper also discusses the definition of reading and writing, phonological awareness and how different reading- and writing educational methods can be combined. The gathering of information has been done through a literature review in which I have looked at past research on reading and writing. I have also conducted qualitative interviews with teachers involved in literacy learning. The result of my research shows that it is not possible to determine which literacy learning methods that are most effective.