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Re-learning in Reading and Writing – is it possible?
Jönköping University, School of Education and Communication, HLK, CHILD.
2012 (English)In: Procedia - Social and Behavioral Sciences, ISSN 1877-0428, E-ISSN 1877-0428, Vol. 69, no 24, p. 104-113Article in journal (Refereed) Published
Abstract [en]

Increasing failing in reading and writing among student in Swedish schools results in that many students can’t reach the goal stated in the curriculum in compulsory school. Therefore they are forced to enter an individual program at the upper secondary school. The specific aim of this part of a longitudinal Grounded Theory-study was to conceptualize and generate a theory about what two teachers and their students in one class in upper secondary school actually do when working with re-reading and re-writing using a specific method. The results based on qualitative research interviews, observations, questionnaires, video recording, and analysis in the tradition of grounded theory, show that these teachers strived systematically to ensure every student's reading and writing development through what is labeled didactic arranging. Teachers, students and the didactic procedures are shown to be in constant interaction. It was also found to be important that the teachers believed that every student could re- learn reading and writing and help them to believe in their re-learning so they could increase their low self-esteem and self-confidence.

Place, publisher, year, edition, pages
2012. Vol. 69, no 24, p. 104-113
Keyword [en]
Grounded Theory, literacy, education, special education, reading research, reading instruction
National Category
Humanities
Identifiers
URN: urn:nbn:se:hj:diva-22855DOI: 10.1016/j.sbspro.2012.11.388ISI: 000317131400013OAI: oai:DiVA.org:hj-22855DiVA: diva2:681249
Available from: 2013-12-19 Created: 2013-12-19 Last updated: 2017-12-06Bibliographically approved

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