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Att utmana elevers skriv- och läsförmåga i träningsskolan: En kvalitativ fallstudie med utgångspunkt i metoden "Att skriva sig till läsning"
Kristianstad University, School of Education and Environment.
Kristianstad University, School of Education and Environment.
2015 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
To challenge pupils ability to write and read in compulsory school for pupils with intellectual disabilities : A qualitative case study originating in the method of "Write to Read" (English)
Abstract [sv]

Carström, M. & Johansson C. (2015). Att utmana elevers skriv- och läsförmåga i träningsskolan. En kvalitativ fallstudie med utgångspunkt i metoden “Att skriva sig till läsning”. To challenge pupils’ ability to write and read in compulsory school for pupils with intellectual disabilities – a qualitative case study originating in the method of “Write to Read”. Högskolan, Kristianstad. Speciallärarprogrammet.

Syftet med följande studie är att undersöka hur skriv- och läsförmågan hos fyra elever i träningsskolan utvecklas genom att arbeta med utgångspunkt i metoden “Att skriva sig till läsning” (ASL).

Studiens teoretiska ramverk är det sociokulturella perspektivet och det har valts utifrån en syn på att lärande sker i interaktion med andra människor. Arbetet ger en översikt av tidigare forskning om elever med utvecklingsstörning, läs- och skrivutveckling, läs- och skrivsvårigheter, framgångsfaktorer hos lärare vid arbete med läs- och skrivinlärning, elevers motivation och delaktighet samt om metoden ASL. Genom att göra aktionsforskning i de klasser där vi själva arbetar ville vi undersöka om metoden ASL kunde vara lämplig att använda i arbetet med elevers skriv- och läsutveckling i grundsärskolan, inriktning träningsskola. Vi har gjort deltagande observationer, fört dagboksanteckningar, filmat eleverna och fotograferat elevernas arbete.

Sammanfattningsvis pekar resultaten i vår undersökning på att ASL kombinerat med att träna andra förmågor så som bokstavskännedom och klappa stavelser, kan vara en lämplig metod att arbeta efter i grundsärskolan, inriktning träningsskola. Resultatet visar att eleverna utvecklades inom en rad olika områden och studiens bidragande effekter var att elevernas motivation och delaktighet ökade markant.

Abstract [en]

Carström, M. & Johansson, C. (2015) To challenge pupils’ ability to write and read in compulsory school for pupils with intellectual disabilities – a qualitative case study originating in the method of “Write to Read”.

The purpose of this study is to investigate how four pupils in special schooling’s ability to write and read is possibly affected and developed by working according to the method of “Write to Read” during a period of 8 weeks.

The theoretical framework of the study is the sociocultural perspective and it has been chosen according to the approach that learning takes place in interaction with others. The study presents a general view of earlier research of pupils with intellectual disabilities, reading and writing development, reading and writing difficulties, elements of success from teachers working with reading and writing training, pupils’ motivation and participation and with the method of “Write to Read”. By action research in our own classes, we wanted to investigate whether the method of “Write to Read” would be a suitable method to use when trying to develop pupils’ abilities to write and read in Swedish (compulsory) special schools, focusing on pupils with severe intellectual disabilities. We have conducted observations, kept a journal with daily notes, the pupils have been filmed and we have taken photos of our pupils’ work.

To sum everything up, our study shows that “Write to Read” combined with training abilities such as knowledge of the letters and of clapping to syllables could be a suitable method within special schools. The result shows that pupils were developing within a number of areas and contributory effects of the study were that our pupils’ motivation and participation increased prominently.

Place, publisher, year, edition, pages
2015. , 81 p.
Keyword [en]
“Write to Read”, participation, compulsory special schooling, motivation, sociocultural perspective, special needs education and pedagogy, special needs teacher, special schooling for pupils with severe intellectual disabilities, development and learning
Keyword [sv]
Att skriva sig till läsning (ASL), delaktighet, grundsärskola, motivation, sociokulturellt perspektiv, specialpedagogik, speciallärare, träningsskola, utveckling och lärande
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:hkr:diva-14458OAI: oai:DiVA.org:hkr-14458DiVA: diva2:846336
Educational program
Special Education Teacher Programme
Supervisors
Examiners
Available from: 2015-08-17 Created: 2015-08-16 Last updated: 2015-08-17Bibliographically approved

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