Stavelsen som enhet i läsinlärningen
Ett specialpedagogiskt perspektiv
The aimof this study is to contribute furthermore to understand the complexity of theprocess of learning to read and write in an inclusive environment. It focus on the syllableinstead of the phoneme as a unit in this process which is not the most common way ofdoing it. The report is based on a qualitative analysis of this task in pre-school and gradeone at a primary school in a small municipality.In the result, I have found, that the very structured working process and the diagnosticapproach helps the teachers to understand on what level pupils are at. The pupils whostart working this way in pre-school, feel safe knowing what is expecting from them andthey also learn from each other. All pupils in grade one have, before w 45 in autumnterm, very good letter knowledge and have learnt how to read words with two syllableswith a consonant-wovel-structure. When pupils have difficulties in certain parts, theteachers can support them individually or in mixed small groups in or close to theclassroom.In the theoretical studies, I have found out, that the syllable is a natural unit included inthe spoken language and that it is a natural link between the spoken and written language.The pupils themselves draw the conclution about the relationship between letters andsounds which leads to a development of phonological awareness.