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Elever i läs- och skrivsvårigheter: Lärares uppfattningar om svårigheter i läs- och skrivutveckling
Umeå University, Faculty of Arts, Department of language studies.
2016 (Swedish)Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
Abstract [en]

The purpose of this study was to investigate what knowledge five trained primary school teachers had about students who are in reading and writing difficulties, as well as to explore how these teachers assessed pupils in difficulties. The study is based on a socio-cultural perspective. The questions were: what factors do teachers think can cause that the students are in reading and writing difficulties? How have the teachers acquired the knowledge they have about the students who are in reading and writing difficulties? How do the teachers assess that students are in reading and writing difficulties? The method used was semi-structured interviews. The results show that the teachers felt that they have little knowledge regarding students in reading and writing difficulties, and would like to have more knowledge-based training courses. The result also shows that early detection and measures regarding students in difficulties are important, and that students receive a customized teaching with teaching materials that they understand.

Place, publisher, year, edition, pages
2016. , 41 p.
Keyword [sv]
Elever i läs- och skrivsvårigheter, elever med läs- och skrivsvårigheter, dyslexi, strategi
National Category
Pedagogical Work
URN: urn:nbn:se:umu:diva-121135OAI: diva2:931226
External cooperation
kommunal skolhuvudman
Subject / course
Degree of Master of Arts in Primary Education - Pre-School and School Years 1-3
Educational program
Grundlärarprogrammet - förskoleklass och åk 1-3
Available from: 2016-05-26 Created: 2016-05-26 Last updated: 2016-05-26Bibliographically approved

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