To read and understand are essential competences for everyone in our society; at the same time reading comprehension among Swedish pupils is on the decline. The Swedish school must therefore try to improve their instructions to increase the students' reading comprehension. The aim of the study was to describe how three reading comprehension strategies, if possible, could improve the reading comprehension for the students, including children with learning disabilities, when reading texts of natural science in a third-grade class. The three strategies that were introduced were: to activate prior knowledge, to structure information and to record contents. The questions of the study were: How are the three strategies introduced in the classroom? Can the children with learning disabilities see any benefits for their reading comprehension when working with the strategies? How do the children with learning disabilities experience working with the strategies? Can the teacher see any benefits when working with the strategies? Is it possible to see any differences among the students' results, before and after completed intervention? Method: The results have been collected through observations and qualitative interviews, which make this a qualitative study.

The aim of the study was to examine the reading ability of adultswith intellectual and/or communicative disabilities. The group adults withintellectual and/or communicative disabilities consisted of 66 individuals.One control group consisting of 36 children aged 7 to 12 years and onereference group consisting of 14 adults were used. Participants were given anumber of language and reading related tests. Adults with intellectual and/orcommunicative disabilities had significantly lower results than the adultreference group regarding all tests and significantly lower results than thechild control group regarding phonological processing. There was nodifference between adults with intellectual and/or communicative disabilitiesand the child comparison group regarding word decoding and readingcomprehension.

AbstractThe purpose of this essay is to increase the knowledge of which strategies students with reading and writing disabilities or dyslexia use to learn in secondary school. The study aims to examine the following questions:Which coping strategies do students with reading and writing disabilities use in their studies?How can remedial teachers support students with reading and writing disabilities in their learning process?The study consists of two interviews with a total of three hours recorded material made with a secondary school teacher who teaches Swedish and English. The teacher has experiences of reading and writing disabilities herself but also from teaching students with dyslexia. The interviews are constructed into a lifestory describing experiences of reading and writing disabilities in school, during teacher training and as a teacher.

AbstractThe purpose of this essay is to increase the knowledge of which strategies students with reading and writing disabilities or dyslexia use to learn in secondary school. The study aims to examine the following questions:Which coping strategies do students with reading and writing disabilities use in their studies?How can remedial teachers support students with reading and writing disabilities in their learning process?The study consists of two interviews with a total of three hours recorded material made with a secondary school teacher who teaches Swedish and English. The teacher has experiences of reading and writing disabilities herself but also from teaching students with dyslexia. The interviews are constructed into a lifestory describing experiences of reading and writing disabilities in school, during teacher training and as a teacher.

Children with Reading and Writing Difficulties and Their Language and Cognitive AbilitiesA Comparison with Children with a Cochlear ImplantAbstractThe aim of this study was to examine the cognitive abilities that are important for reading in children with Reading disabilities, children with a cochlear implantation and typically developed children. 64 children aged 10-12 years participated in the study. To answer the question at issue we used the following tests: Block Design from WISC III, PPVT III, TOWRE, SL 40 and a few chosen tests out of the SIPS battery. On tests of the lexical access children with Reading disabilities performed at the same level as hearing children, while the children with a cochlear implant performed significantly lower. Test of the phonological and complex working memory showed that children with Reading disabilities performed significantly higher than children with a cochlear implant, but at the same time lower than typically developed children on the test of phonological working memory.

The education in Swedish schools today should be for all children. This means that even if a pupil has reading and writing disabilities the education should be in the classroom with the rest of the pupils. The education should include every one.The aim of my study was to investigate the education with pupils that have reading and writing disabilities. I wanted to get a deeper knowledge about working methods that are used for pupils with these problems.In my study I have used qualitative research methods. I have used group interviews and observational studies.

AbstractThe purpose of this study is to deepen my knowledge in how teachers can teach pupils with reading and writing disabilities, and also find out how a co-operation with remedial teachers can look like.The study is based on qualitative interviews with two teachers and two remedialteachers.The study shows that the two teachers´ co-operation with the remedial teacher appeared to bedifferent. The teacher who had the longest work experience was the one of the two that had a co-operation with the remedial teacher, the other teacher who graduated in 2007 did not have any co operation at all with the remedial teacher.The study also showed that the teachers and the remedial teachers in the study had different opinions about what method to use for pupils with reading and writing disabilities, and that the LTG method was the one most frequently used .All the participants in the study agreed that reading and writing disabilities is a large area, andthat there is a large variety in difficulties among the students . Some of the difficulties the participants had experienced were problems with decoding, pupils that had problems with learning the letters..

Title: ?The letters jump?- to struggle with decoding and still understand what you are reading.Author: Maria EkUniversity of UmeåDepartment of EducationSupervisor: Asbjörg WestumExaminer: Fredrik KarlssonKeywords: Poor readers, Structured text talks, Reading strategies, Reading comprehension, Commitment and Motivation.During the past decades, Swedish studies show that reading comprehension and skills in reading strategies have decreased. In secondary school for individuals with learning disabilities there has been a focus on care-taking rather than on comprehension in general, and on reading comprehension in particular.The purpose of this study was to investigate whether Reciprocal Teaching would increase reading comprehension and motivation among upper secondary school for individuals with learning disabilities. The study presents how three 17-year-old pupils and their teacher, discussed expository fact texts during twelve lessons using the reciprocal method combined with power point-presentations to get the students to read more actively with interferences and reflections. The ambition was to make the structured text talks as interesting as possible with texts easy to read, technical aids, structure to make the students feel security when reading and to get committed pupils with an increased interest in reading.The results show an increase in motivation in reading, and the students were more prone to take an active part in discussions..

Abstract Denna uppsats handlar om att undersöka hur andraspråkselever som misstänks ha läs- och skrivsvårigheter/dyslexi utreds på en skola. I en empirisk studie intervjuas sex stycken pedagoger som arbetar med att göra de inledande testerna/kartläggningarna på elever med misstänkt dyslexi/läs- och skrivsvårigheter. Lärarna i undersökningen arbetar inom samma upptagningsområde som speciallärare/pedagoger. Uppsatsens resultat visar på att tillängliga diagnosverktyg på undersökt skola inte är anpassade för att kunna säkerställa en eventuell diagnos hos elever med ett annat modersmål än svenska..

The purpose of this study has been to investigate how individuals with reading- and writing disabilities and dyslexia handle their information need in the workplace. The method that has been used is a qualitative study made with interviews with individuals who have these problems, to see how they think and feel about the flow of information on their everyday basis. The study?s respondents are working women between the ages of 27 and 47 years old and they have reading- and writing disabilities and dyslexia. The most interesting results of this study are that the respondents are avoiding jobs where they need to read and write much and where they also do not like changes in their job situation.

International reading comprehension studies, like PIRLS and PISA, state that the reading comprehension of Swedish students has decreased significantly since 2000. As a consequence, the National Agency of Education has made reading comprehension teaching a prioritised field in terms of further education for teachers. There has also been a change in Lgr 11, the national curriculum for compulsory school, where it is stated that teaching in reading strategies shall be a part of the central content throughout compulsory school. When the pupils reach upper secondary school level, reading comprehension education is no longer a part of the curriculum. Today, students at upper secondary school for individuals with learning disabilities currently share the same curriculum as the ordinary upper secondary school.

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 literature on spelling and spelling development suggests there is a strong relationship between spelling and phonology (Bruck & Treiman, 1990; Caravolas, Hulme & Snowling, 2001; Craig, 2006; Gindri, Keske-Soares & Mota, 2007). Spelling, however, is considerably less researched than reading (Caravolas, Humle & Snowling, 2001). Spelling difficulties are known to be more persistent in people with reading and writing disabilities, even when their reading has become acceptable (Høien & Lundberg, 1999) but more research is needed in this area. Assessment and detailed knowledge of the difficulties is of great importance in order to provide the appropriate help for children with reading and writing disabilities (Frisk, 2010; Magnusson, Nauclér, & Reuterskiöld, 2008). The purpose of the present study was to develop and try out a phonologically based spelling test for children, with focus on medial phonemes.

According to the National Agency for Education 06-06-2010 are approximately 115 000 students graduating from Secondary School in the year of 2010.Out of these students, we know that thousands of them are hampered by reading and writing disabilities in various degrees. Have these students been given the best support needed when it comes to writing and reading?Compensation may be perceived as a goal for the pupil to catch up with the rest of the educational group or as a vehicle to go round the difficulties. In Sweden, diagnosed dyslexics are not allowed to use speech synthesis, a compensatory technical aid, during the 9th degree national tests.This study?s purpose is to discover if the usage of speech synthesis during the national test of Swedish and reading comprehension might work as a motivation booster for the students and consequently increase their test scores.This is a quantitative study including study including 15 pupils with diagnosed reading and writing disabilities.

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).