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..

The aim of this Master?s thesis is to investigate what kinds of writing activities that are offered to children and young people in Sweden and if, how and why libraries are involved with them. The issues illuminated in this thesis are how children and youth can be motivated and advance in their writing, what the purpose of writing activities can be, and if writing activities can be suitable as a part of the work in libraries. The theory is based on a study with writing youth made by Catharina Nyström. In order to study the issues six interviews have been completed with persons who all have played a part in writing activities for children and youth.

The purpose of this thesis is to investigate if there are any differences regarding syntactic complexity in written language between persons with (phonologically based) reading and writing difficulties and a control group. Earlier research has pointed to such a difference, indicating that texts written by subjects with reading and writing difficulties display a lower grade of syntactic complexity than text written by control groups.Two texts each from 48 subjects (24 from each category) were collected. The subjects were divided in two age groups, one consisting of 15-year-olds and the other of university students (adults in various ages). The subjects were selected through a word decoding test and a spelling test, where the lowest performing formed the group of reading and writing difficulties and the highest performing formed the control groups. All subjects had Swedish as their mother tongue.The syntactic aspects studied were number of words per syntactic sentence (Sw.

Children's language development is highly connected to the success of every school. Especially when it comes to the children learning reading and writing skills, regardless of what method the schools use in order to achieve this. An early intervention can facilitate the learning of reading comprehension. Reading aloud and playing with the language learning is the greatest gift we can give our children and students. Children learn how to use a book by turning the pages and see how the words and texts are structured.

The purpose of this study was to examine how some children with reading problems experience and use libraries. The main problem was: How do dyslectic children experience and use libraries and how do they handle their reading difficulties when using libraries? The questions at issue were: 1. Do children with reading problems use libraries, and if so how? - in which purposes do they use libraries? - which materials and services do they use? - why dont some children use libraries? 2.

Syftet med denna studie är att i en kommun söder om Stockholm undersöka det eventuella stöd som elever i år 1-5 med läs- och skrivsvårigheter och dyslexi erhåller. Studien är baserad på en enkät som skickats till samtliga speciallärare och specialpedagoger i den aktuella kommunen. En telefonintervju med en person på kommunnivå genomfördes för att komplettera undersökningens resultat. Studien visar att alla skolor utom en har speciallärare och specialpedagoger till elevernas förfogande. Rektorn på varje skola ansvarar för stödundervisningen, då kommunen sedan en tid decentraliserat ansvaret för detta.

This essay studied how six girls experienced their reading development during their college education in male-dominated profession programs. The issues assumed were how they experience their literature reading and literature education and what happened with their interest in reading. The theoretical frame included researchers Säljö, Rosenblatt, Gun Malmgren, Olin-Scheller, Ulfgaard and Molloy.The study showed that most of the girls felt their reading had worsened but not because of their male classmates but because of school. They had a lot of homework and participated in so many different school projects which would be completed that there was no time to reading for pleasure. The girls did not like the teachers? literate sample and did not like the methods used in learning literature.

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 aim of this study is to investigate teachers? experiences of working with Writing to Read (WTR), and their perceptions of how pupils develop in reading and writing when they write on computers or similar devices. Another aim is to study teachers? motives for using the WTR method. The material used for analysis is four interviews with teachers who use WTR.

AbstractWhen I was a child my mother and I wrote a lot of poems, but in school we didn´t write poems at all. As a teacher I want to show the children the joy and happiness of writing poems, stories and fairy tales.The purpose of this report was to investigate the work with poetry and creative writing in my class and how the pupils experienced their own work/writing. I began with asking the pupils in my class a few and simple questions about poetry, then we made a diffrent kinds of poetry writing and a finally I repeated the interviews with the children. The poetry writing took place during six weeks under the spring semester.I found that as a teacher it is possible to work with creative writing and poetry in diffrent ways. The pupils enjoyed the writing and their opinions were that they had increased their skills in rhyming, writing and spelling, that they had learnt new words and to use their fantasy and that they had learnt a great deal of how to cooperate.KeywordsCreative writing, fantasy, poems..

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.

In this Master's Thesis a rhetorical analysis is applied to reading suggestions in the database Boktips.net. Boktips.net utilize the Internet for readers advisory by offering public libraries in Sweden to use and participate to its contents. The aim is to examine how library staff writes about literature in Boktips.net. The empirical material is delimited to reading suggestions on fiction for adults. Areas in focus of the analysis are rhetorical context, disposition, style and components from the point of view of content: summary, evaluation on portrayal of characters and setting, narrative, language use, genre and themes, entertainment, insights and external information.

Studies among parents of children with disabilities have shown that they experience a higher level of parenting stress as well as a lower degree of wellbeing, compared to parents of children without disabilities. However, there is a need to further explore parents? experience on this matter within a Swedish context. The aim of the current study was to examine how parents of preschool children, with and without disabilities, in Västerbotten, experience the impact of their child. A sample of 67 parents of children with disabilities and 134 parents of children without disabilities took part in the questionnaire study.

The main thing we wanted to find out with this thesis was, can reading aloud help the natural language development. We also wanted to know how libraries in Sweden work with reading aloud and if children with reading and writing problems are being helped by being read to. We also wanted to find out what authoritarians on literature think a good reading-aloud novel should contain. To find this out we decided to do a literature study, we have taken part of a number of authoritarian opinions on this matter and we also studied some theories on this subject. We also decided to do a couple of interviews to exemplify how regular libraries work with reading aloud.

The purpose of this bachelor thesis is to present an overviewof a number of libraries? specially adapted media forchildren with special needs.We also wanted to see how the librarians worked to helpchildren with special needs, to take advantage of the librariescollections and activities. These special needs could bedyslexia but may also be disabilities which have resulted inthem being unable to read literature other than specialadapted literature. Examples of this literature are DAISY,book & DAISY, pictogram, bliss, ISAAC, easy reading,Braille, tactile picture books, and computer programs thatmake it easier for people to read in their own way with theirown skills.Using qualitative interviews we have interviewed sevenlibrarians. Through this process we have been able toascertain which methods public libraries use to meet theneeds of those children whose disabilities relate to reading.The interviews also explored how they are working withchildren who need more time than other children does whenit comes to reading.The results of the interviews showed that the librariesprovided a lot of special adapted media.