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Att stödja elever med lässvårigheter: En kvalitativ studie kring lässvårigheter.
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
2018 (Swedish)Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesisAlternative title
To support students with reading difficulties : A qualitative study of reading difficulties. (English)
Abstract [sv]

Detta är en kvalitativ studie med syftet att undersöka lärares uppfattningar om lässvårigheter i grundskolans tidigare år. Vidare syftar studien även till att undersöka hur lärare stödjer eleverna utifrån deras behov samt vilka tillvägagångssätt de använder sig av för att upptäcka lässvårigheter i tid. För att utföra studien har en kvalitativ intervju genomförts med sju verksamma lärare, varav en av dem är verksam i förskoleklass. Resultatet tyder på att det finns många faktorer som påverkar elevers lässvårigheter. Det kan bero på att elever inte har en fonologisk medvetenhet, saknar god ordavkodning eller saknar inre eller yttre motivation. Fortsättningsvis kan det även bero på att någon form av diagnos, så som dyslexi, påverkar elevens läsförmåga. En viktig faktor som tas upp i studien är att elevers problem med läsning aldrig ser likadana ut.  Alla behov ser olika ut och det är lärarens uppgift att hitta en lösning och kunna stödja elevernas fortsatta väg mot inlärning. Slutligen har ytterligare en viktig faktor framkommit av studien, nämligen att en lärare aldrig skall kunna bli överraskad över att en elev visar sig ha lässvårigheter. Det är snarare något de redan skall ha jobbat med för att upptäcka svårigheterna så tidigt som möjligt i undervisningen. 

Abstract [en]

This is a qualitative study with the purpose of examining teachers’ perceptions of reading difficulties in elementary school. Furthermore, the purpose is to examine how teachers support their students based on their needs, as well as what different approaches they use to detect reading difficulties. To examine this, qualitative interviews have been performed with seven active teachers, one of them being active in elementary school. The result that emerged from the study is that there are many factors that affect students with reading difficulties. It can depend on the students not having a phonological awareness, lack of decent word decoding and/or lack of intrinsic or extrinsic motivations. Additionally, it can depend on a diagnosis, such as dyslexia, being involved. An important factor that is brought up in the study is that problems with students’ reading never look the same. Everyone’s needs are different, and it is the teachers’ duty to find a solution and support the students in their continued process of learning. Finally, another factor that has emerged through this study is the fact that a student’s reading difficulties should never come as a surprise as it ought to be the teachers aim to discover reading difficulties as early as possible.

Place, publisher, year, edition, pages
2018. , p. 40
Keywords [en]
Reading difficulties, phonological awareness, motivation, dyslexia, learning to read.
Keywords [sv]
Lässvårigheter, fonologisk medvetenhet, motivation, dyslexi, läsinlärning
National Category
Languages and Literature
Identifiers
URN: urn:nbn:se:kau:diva-68954OAI: oai:DiVA.org:kau-68954DiVA, id: diva2:1244429
Subject / course
The Swedish Language
Educational program
Primary Education Programme, 240 hp
Supervisors
Examiners
Available from: 2018-09-07 Created: 2018-08-31 Last updated: 2018-09-07Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
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  • de-DE
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  • nn-NB
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  • Other locale
More languages
Output format
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