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Elevers erfarenheter av stöd under grundskolans senare år: En tillbakablick på stöd i läs- och skrivsvårigheter
Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
2015 (Swedish)Independent thesis Advanced level (professional degree), 60 credits / 90 HE creditsStudent thesisAlternative title
Students´experiences of support during compulsory school year 7-9 : A retrospective view of support in reading and writing difficulties (English)
Abstract [en]

The purpose of this study is to describe some students' own experiences and involvement of remedial instruction during year seven to nine in compulsory school in Sweden. My hope is that the study may contribute in possible ways of supporting students in reading and writing difficulties. The study is qualitative with a life-world approach. Data were collected through semi-structured interviews with four upper secondary school students. The study is retrospective and describes the students´ experiences and perceptions of remedial instruction. The result shows that all four students have their unique perspectives on reading and writing difficulties or dyslexia as a phenomenon. As individuals, they have positive experiences of support and individual teachers´ commitment. These students interviewed have in common an experience of struggling and fight to get their rights respected, and that this has consuming power and energy that otherwise could have been used in the learning process.

 

Abstract [sv]

Syftet med denna studie är att beskriva några elevers egna upplevelser och deltagande av stödinsatser under svenska grundskolans årskurser sju till nio. Min förhoppning är att studien kan bidra med möjliga vägar att stödja elever i läs- och skrivsvårigheter. Undersökningen är kvalitativ med en livsvärldsansats. Data har samlats in genom halvstrukturerade intervjuer med fyra gymnasieelever. Studien är retroperspektiv och eleverna har sett tillbaka på sin grundskoletid och beskriver sina erfarenheter och upplevelser av det stöd de fick då. Resultatet visar att alla fyra eleverna har sitt unika perspektiv på läs- och skrivsvårigheter eller dyslexi som fenomen. Som individer har de positiva erfarenheter av stödinsatser och enskilda pedagogers engagemang. Gemensamt har eleverna en upplevelse av att ha fått kämpa för att få sina rättigheter tillgodosedda och att detta tagit kraft och energi som annars kunnat komma deras lärprocess till gagn.

Place, publisher, year, edition, pages
2015. , 36 p.
Keyword [en]
phenomenology, lifeworld, students´experiences, remedial instruction, reading and writing difficulties, dyslexia, compulsory school year 7-9
Keyword [sv]
fenomenologi, livsvärld, elevers erfarenheter, stödinsatser, läs- och skrivsvårigheter, dyslexi, grundskolan årskurs 7-9
National Category
Humanities Social Sciences
Identifiers
URN: urn:nbn:se:kau:diva-37114OAI: oai:DiVA.org:kau-37114DiVA: diva2:840948
Subject / course
Special Education
Educational program
Special Teacher Education Programme: Language, Writing and Reading Skills (90 ECTS credits)
Supervisors
Examiners
Available from: 2015-07-29 Created: 2015-07-09 Last updated: 2015-07-29Bibliographically approved

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Type fulltextMimetype application/pdf

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CiteExportLink to record
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Citation style
  • apa
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