Independent thesis Advanced level (degree of Master (One Year)), 20 credits / 30 HE credits
of this study is to contribute furthermore to understand the complexity of the
process of learning to read and write in an inclusive environment. It focus on the syllable
instead of the phoneme as a unit in this process which is not the most common way of
doing it. The report is based on a qualitative analysis of this task in pre-school and grade
one at a primary school in a small municipality.
In the result, I have found, that the very structured working process and the diagnostic
approach helps the teachers to understand on what level pupils are at. The pupils who
start working this way in pre-school, feel safe knowing what is expecting from them and
they also learn from each other. All pupils in grade one have, before w 45 in autumn
term, very good letter knowledge and have learnt how to read words with two syllables
with a consonant-wovel-structure. When pupils have difficulties in certain parts, the
teachers can support them individually or in mixed small groups in or close to the
In the theoretical studies, I have found out, that the syllable is a natural unit included in
the 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 and
sounds which leads to a development of phonological awareness.