The purpose of this study is to investigate if the class teachers believe that their education has given them enough knowledge about dyslexia in order to succeed a successful education for these pupils. It will present what four class teachers and two special education teachers has answered what they know about dyslexia. The study aims to find out if class teachers believe that they have enough knowledge to determine whether a pupil has dyslexia. If they have knowledge of appropriate methods and if they know how to prevent that pupils fall behind in their literacy and also what factors they believes makes it problematic to implement a literacy for these pupils. I propose the following questions:Do the class teachers consider that their education has given them sufficient knowledge of dyslexia and its characteristics?What methods does the class teachers and special education teachers considers as useful for pupils with dyslexia?What does the class teachers consider can prevent that pupils with dyslexia fall behind in their reading and writing skills?What factors consider class teachers and special education teachers is problematic to to succeed a reading and writing education for pupils with dyslexia?This study is based on a qualitative method and my theoretical approach is based on Høien and Lundberg established view of what dyslexia is.

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.

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 aim of the study is to investigate how teachers talk about their teaching in the subject of Swedish, with a focus on L2 pupils? writing. Data were collected through interviews with four teachers of Swedish in grades 1?3. The interview responses were compiled for interpretation and divided into four shared themes and allocated to six writing discourses.

The purpose of this Bachelor Thesis is to examine what happens when the solitary reading experience becomes a social activity. The study is based on semi-structured interviews with three women belonging to the same reading group. I have used Sten Furhammar?s reading dimensions and categories to explain their reading experience, and Jenny Hartley, Elizabeth Long and Immi Lundin to explain the function that the reading group has for them, and the relationship between reading experiences in a book-discussion.My result shows that they started the reading group because they lacked an opportunity to discuss their readings with people that had the same interest in books. They do all have different ways to read, which is displayed by Furhammar?s categories personal and impersonal reading for experience.

Many researches have been done about the difficulties in teaching children with disabilities and like in this case dyslexia, which is the disability my essay is focused on. Earlier researches have investigated how and what teachers do practically when they have pupils with dyslexia and what help they have in their work. I wanted to investigate how the theories in National Compulsory School Curriculum (Lpo94) and about inclusive education in relation to the actual work in one Swedish school. My essay, with help of other research, has taken the expression ?school for all? and it?s meaning to what is possible to do in a real life work situation, with the assignments that schools have in Lpo94.

My purpose in this paper is to study teachers' work in reading and writing in primary school and special school. I want to find out if they use the same methods, strategies and materials to help students learn to read and write. I will find out the answer to my purpose by performing two qualitative observation and two qualitative interviews. Lundberg (2010) is the researcher I relate to during my study. Through observation, I see how teachers work with students in the classroom during a lesson in the Swedish language. During the interviews, I received answers to how teachers work with language, the materials, methods and strategies they use. I found out that teachers use specific strategies when they help their students. They use a work material that is tailored to curriculum in Swedish language and it is based on the phonics method. .

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.

The purpose of this study was to examine six girls and boys in grade 4 use of adjectives in narrative texts and examine students' perception and experience of writing from a gender perspective. The methods used were text analysis and an interview. The results showed that girls write more adjectives than boys, but no further significant difference in their use of adjectives was found. There was a certain stereotypical difference in which adjectives they wrote and their attitudes toward writing. Girls are more positive to writing and see writing primarily important for school, while boys think writing is important to succeed in life..

This thesis deals with the leisure-time reading of fourteen men with two different occupations, teachers of technology and directors of companies. The main reasons for writing the thesis are that very little is written about mens reading habits and also statistics that tell that mens reading decline regardless of educational level. The purpose has been to compare the reading and relations to literature between the two groups of men and to find out if any differences have to do with factors such as social background or age. The questions we have asked our collected data has been what, how and why the men read. We have tried not to investigate the work-related reading although we are aware of the difficulty in separating this from the leisure-time reading.

The purpose of this Bachelor thesis is to examine how children describe their experiences of their own reading, with focus on different aspects of reading: Choice of reading, reading environment, response to reading and book talk. Our aim is also to examine which approaches to reading their stories illustrate. The research is founded on semi-structured interviews with six children aged 10, in connection with book talks. For analysis we used Åse Hedemark?s study Barn berättar : En studie av 10-årningars syn på läsning och bibliotek as well as Aidan Chambers? theories concerning reading and reading environment.

The purpose of the paper is to examine how teachers in preschool is working with language stimulation for the prevention of difficulties in reading and writing before school starts. The method that was used to illuminate the problem is a qualitative interview. A specialpedagog and six preschool teacher, which is specifically focused on language stimulation in the work with children, have been included in the study. The results indicated that preschool teacher are working a lot with language stimulation. They work mostly with children throughout the group, to encourage and provide children with the tools to be able to communicate with each other and staff.

The aim of the present study was to examine students' text comprehension in grades 4 and 6. Participants were 61 students without documented or suspected reading and writing difficulties, in grades 4 and 6. The focus was on texts designed by Bishop and Adams (1992), containing two types of questions: literal and inference questions, and three different ways of presenting the text; listening, silent reading and silent reading with the text available when responding to the questions. The texts have been previously used in research and as a tool for clinical, qualitative estimate of reading comprehension in speech and language pathologists? assessments.

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.

The aim of this study is to investigate ordinary readers' evaluation of quality in literature. The main issue is which criteria ordinary grown-up readers use when they are defining their likes and dislikes in literature. The analysis is based upon qualitative interviews with six readers, two men and four women, between 21 and 59 years of age. The study is hermeneutic. Since theoretical works concerning evaluation of literature among ordinary readers are sparse, the philosopher of arts and religion Hugo A.