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“Once upon a time there was a boy named Carl”: A study on the effects of scaffolding on the performance of students with reading and writing difficulties
Karlstad University.
2018 (English)Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesisAlternative title
“Once upon a time there was a boy named Carl” : En studie om effekterna av stödstrukturer för elever med läs- och skrivsvårigheter (Swedish)
Abstract [en]

The aim of this study is to investigate what difficulties Swedish students with reading and writing difficulties may encounter when they write texts in English. A teaching experiment was done to see whether scaffolding, a process where the teacher shows the overall structure of e.g. a text, can help students with reading and writing difficulties improve their writing in English. Ten students in the 7th grade participated in the study, as well as four English teachers in a secondary school in Sweden. The students who participated were asked to write two texts in English. Before writing the first text, the students were told that they were going to write a fairy tale, but they were not given any other guidelines. Prior to writing the second text, two lessons of scaffolding were conducted. Then the texts were compared to see if the students had improved their ability to write in English in regards of content, spelling and genre-specific vocabulary. The results of the study show that students with reading and writing difficulties will indeed benefit from scaffolding when writing texts in English.

Abstract [sv]

Syftet med den här studien är att undersöka vilka svårigheter som elever med läs- och skrivsvårigheter stöter på när de skriver texter på engelska. En undervisningsmetod influerad av scaffolding, stödstrukturer för att visa eleverna hur man t.ex. skriver en text på engelska, användes för att undersöka om elever med läs- och skrivsvårigheter kan förbättra sin förmåga att skriva på engelska. Tio elever i årskurs 7 samt fyra grundskolelärare i engelska deltog i undersökningen. Eleverna som deltog fick skriva två texter på engelska som sedan jämfördes för att ta reda på om elevernas förmåga att skriva på engelska hade förbättrats gällande innehåll, stavning och genre-specifikt språk. Innan de skrev den första texten fick eleverna enbart veta att de skulle skriva en saga. Den andra texten föregicks av två lektioner där eleverna fick stödstrukturer för att skriva en saga. Resultaten visar att det var en fördel för eleverna med läs- och skrivsvårigheter att arbeta med stödstrukturer när de skrev texter på engelska.

Place, publisher, year, edition, pages
2018. , p. 44
Keywords [en]
English teaching, scaffolding, students with reading and writing difficulties, writing in English
Keywords [sv]
engelskundervisning, stödstrukturer, elever med läs- och skrivsvårigheter, skriva på engelska
National Category
Languages and Literature
Identifiers
URN: urn:nbn:se:kau:diva-67552OAI: oai:DiVA.org:kau-67552DiVA, id: diva2:1216306
Subject / course
English
Educational program
Teacher education
Presentation
2018-06-11, 14:40 (English)
Supervisors
Examiners
Available from: 2018-06-18 Created: 2018-06-11 Last updated: 2018-06-18Bibliographically approved

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