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Läsa med självförtroende: En fallstudie om hur lärare arbetar för att motverka Matteuseffekten
Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
2015 (Swedish)Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesisAlternative title
Reading with self-confidence : A case study of how teachers can work to counteract the Matthew effect (English)
Abstract [en]

The aim of the study is to investigate how a teacher and a special education teacher cooperate to prevent a pupil with reading difficulties from ending up in the vicious circle of the Matthew effect, and to find out how a pupil with reading difficulties experiences his or her reading situation. This case study is based on a phenomenological perspective whereby qualitative interviews illuminate a commonly occurring problem in today’s schools. Interviews were conducted with a teacher, a special education teacher, and a pupil in grade 1, in order to cover everyone’s perspective in this situation. The result of the study shows that the teacher and the special education teacher have a good knowledge of reading difficulties and together offer the pupil adequate support and positive expectations. As a result, the pupil does not perceive the reading as problematic but instead has a good self-image. Early interventions give results, and through the kind of work the teachers do, they have succeeded in protecting the pupil from the Matthew effect.

Place, publisher, year, edition, pages
2015. , 27 p.
Keyword [sv]
Lässvårigheter, motivation, Matteuseffekten, självförtroende, självbild, korttidsminne
National Category
Specific Languages
URN: urn:nbn:se:lnu:diva-43565OAI: diva2:816187
Subject / course
Swedish Language
Educational program
Lärarprogrammet, inriktning mot verksamhet i grundskolans tidigare år
Available from: 2015-06-12 Created: 2015-06-02 Last updated: 2015-06-12Bibliographically approved

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Type fulltextMimetype application/pdf

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