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.

The purpose of this study was to, from the teacher's point of view; discover pupils with Reading difficulties in connection with text assignments in mathematics, the teacher's support for these students, if difficulties coincide and whether it's the mathematics teacher's responsibility to make sure pupils with Reading difficulties develop their reading ability. The study is based on a qualitative method and five semistructured interviews with mathematics teachers and one language support teacher.The result shows there is a strong connection between the pupils' reading ability and their ability to manage text assignments in mathematics. A weak reading ability affects the pupil in a negative way when solving text assignments in mathematics due to wrong reading technique if the teacher is absent. It is not unusual that Reading difficulties and mathematics difficulties coincide. The teacher's most important role in the learning process is to teach the pupils understanding about the reading technique in different ways and to give the pupils opportunity to get spoken texts.

Since Reading difficulties is a growing problem in Society and a problem that hinders Children to take an active part in every day life, I wanted to investigate how the School Library can be an educational resource for students with Reading difficulties. Using qualitative interviews, I have gained insight into how three school librarians and two teachers work with Students with Reading difficulties at two different Schools.The Respondents feel that they have the Knowledge necessary to work with students with Reading difficulties, but Wish they had more Resources in terms of Time and Staff to help Students achieve School Goals even better. There are always new assistive technology for Students with Reading difficulties, and an important part of the Educational work of the School Library, is to be informed of the Facilities available and how they work. I show, in my Research the importance of cooperation between school libraries and teachers to provide the students with Reading difficulties the love of reading and work to promote reading. It is important that the School Librarian is an integral part of the School's Team to take full advantage of every opportunity to help the Reading Impaired Students with Information and finding the right Reading Level.

It is not uncommon for math difficulties and Reading difficulties to occur simultaneously. Despite this, math and Reading difficulties are thought to have different cognitive profiles where math difficulties are linked to number sense; an innate ability to understand, approximate and manipulate both quantities and numerical information, whereas Reading difficulties are linked to phonological ability; an innate ability to understand, create representations of and manipulate phonological information. A possible link between the difficulties is that phonological abilities also could affect mathematical ability. Support for this comes from studies where comorbid math and Reading difficulties are associated with more severe difficulties in arithmetic ability compared to those with isolated math difficulties. The purpose of this study is to examine whether isolated math difficulties, isolated Reading difficulties and comorbid math and Reading difficulties can be linked to deficits in number sense, phonological ability or both of these, and whether comorbid math and Reading difficulties differ in performance in mathematical tasks compared to isolated math difficulties for children in second grade.

AbstractThe purpose with this essay is to get an insight on how the school has changed over the past years in terms of reading- and writing difficulties/dyslexia. In the literature studies I mention reading- and writing difficulties and the reasons why some people get these problems. Further on in the literature study it is written about what the education act and the curriculum say about the school?s duties towards pupils in need of special support.The result contains interviews with one language pedagogue and one special pedagogue who work in two different municipalities. In addition I interviewed two former pupils who went to school 15-20 years ago.I came to the conclusion that today?s schools have changed to the better for the pupils with difficulties.

The simple view of reading is a theory in which reading is divided into decoding and linguistic comprehension. The theory has been used to explain and to subgroup reading disabilities. Research has also investigated if additional factors are of relevance to reading. In the present study, decoding was divided into the factors orthographic decoding and phonological decoding, while comprehension was divided into word comprehension and grammatical comprehension. The purpose was to analyze these factors and their contribution to reading ability in children in fourth grade: one group with Reading difficulties (n=36) and one group with typical reading ability (n=36).

It is not uncommon for math difficulties and Reading difficulties to occur simultaneously. Despite this, math and Reading difficulties are thought to have different cognitive profiles where math difficulties are linked to number sense; an innate ability to understand, approximate and manipulate both quantities and numerical information, whereas Reading difficulties are linked to phonological ability; an innate ability to understand, create representations of and manipulate phonological information. A possible link between the difficulties is that phonological abilities also could affect mathematical ability. Support for this comes from studies where comorbid math and Reading difficulties are associated with more severe difficulties in arithmetic ability compared to those with isolated math difficulties. The purpose of this study is to examine whether isolated math difficulties, isolated Reading difficulties and comorbid math and Reading difficulties can be linked to deficits in number sense, phonological ability or both of these, and whether comorbid math and Reading difficulties differ in performance in mathematical tasks compared to isolated math difficulties for children in second grade.

Most pupils learn good reading strategies during their first years at school. Pupils who don´t do that will have difficulties understanding written data. As the pupils meet text filled with lots of data they will have difficulties understanding the written text. International studies show that the rusults of Swedish pupils are dropping. This issue got me thinking: What help is given to those pupils with difficulties so that their reading comprehension will increase? Are the teachers actively teaching reading comprehensions and in that case how and when? By observing two teahers of intermediate level, I wanted to find out how theachers help pupils with reading comprehension.

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.

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.

AbstractI have chosen to make a study of the learning of reading and writing, as well as other learning difficulties that may occur, in this research.My choice of subject is based on the realizations I made during my time as a student teacher; that each teacher has his/her own way of teaching reading and writing. Sometimes, however, learning difficulties occur, and this insight caught my attention. It made me think about the underlaying reasons and how we, as teachers, can bring attention to these difficulties. With these questions in mind, I recorded my observations based on a series of interviews and literary studies in an attempt to answer my questions. The resulting research emphasizes how important the actions from the teachers are, as well the importance of having variety in your lesson plan.

The purpose of this study is to contribute to our knowledge about what methods? teachers say they use in the work with pupils? early reading acquisition, and how they evaluate the pupils´ reading development. I also like to find out what educational interventions teachers believe that pupils with Reading difficulties need, and how they say they work to meet the needs of these pupils. The project is based on the following questions: What methods do teachers say they use in the work with pupils early reading acquisition? What extra resources do teachers consider that pupils with Reading difficulties need? How do teachers evaluate children's reading development? In order to answer my questions, I've done qualitative interviews with three teachers, at two schools, in two medium-sized municipalities.

This paper is concerning students' with reading and writing difficulties and dyslexia. This paper clarifies the difference between reading and writing difficulties and dyslexia. The essay also gives an insight into dyslexia in an historical perspective. The purpose of the paper is to find out if teachers believe that students with a diagnosis of dyslexia may be more or different help than students with other reading and writing difficulties. By answering this question, I conducted a survey study in two schools in two municipalities.

The purpose of this study is to contribute to our knowledge about what methods? teachers say they use in the work with pupils? early reading acquisition, and how they evaluate the pupils´ reading development. I also like to find out what educational interventions teachers believe that pupils with Reading difficulties need, and how they say they work to meet the needs of these pupils. The project is based on the following questions: What methods do teachers say they use in the work with pupils early reading acquisition? What extra resources do teachers consider that pupils with Reading difficulties need? How do teachers evaluate children's reading development? In order to answer my questions, I've done qualitative interviews with three teachers, at two schools, in two medium-sized municipalities.