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Att identifiera lässvårigheter hos elever i förskoleklass: En kvalitativ studie av sju lärares åsikter om möjligheter och svårigheter med tidig identifikation
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies.
2016 (Swedish)Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesisAlternative title
Early identification of reading difficulties in young learners : A qualitative study of seven teachers’ views on advantages and difficulties with early identification (English)
Abstract [sv]

En av lärarens allra viktigaste uppgifter är att lära alla elever att läsa. Tyvärr finns det alltid elever som stöter på problem i sin läsinlärning och som av en eller annan anledning utvecklar lässvårigheter. Forskning har visat att tidiga insatser är mest verkningsfulla vilket innebär att lärare måste klara av att tidigt identifiera de elever som kan komma att behöva extra stöd. Syftet med detta arbete är att synliggöra lärares åsikter kring tidig identifiering av de elever som riskerar att utveckla lässvårigheter samt att undersöka hur en eventuell identifiering går till i praktiken.  

För att uppnå detta har kvalitativa intervjuer genomförts med sju lärare verksamma i förskoleklass. Intervjuerna har berört lärarnas syn på tidig identifiering, om möjligheter och svårigheter med tidig identifiering samt hur eventuell identifiering går till i praktiken.

Resultatet visar att lärare anser att tidig identifiering av lässvårigheter är fördelaktigt och viktigt. Genom informella observationer av elevers språkutveckling och resultat från mer formella kartläggningar anser lärarna att de klarar av att identifiera de elever som ligger i riskzonen för att utveckla lässvårigheter.

Abstract [en]

One of the most important tasks teachers have is to teach all students how to read. Unfortunately, there are always students who encounter difficulties in their reading development and who, for one reason or another, develop reading difficulties. Research has shown that early intervention is most effective, which means that teachers need to identify these difficulties in students at an early stage. The purpose of this study is to highlight teachers’ opinions about early identification of those at risk of developing reading difficulties and investigate how teachers manage to conduct these identifications in practice.  

This study consists of qualitative interviews with seven teachers in preschool class. The interviews have been focused around teachers’ views of early identification, on advantages and difficulties with early identification and how early identifications are done in practice.

The results show that teachers believe that early identification of reading difficulties is advantageous and important. Through informal observations of students’ language development and results from more formal tests teachers believe that they are able to identify students who are at risk of developing reading difficulties.

Place, publisher, year, edition, pages
2016. , 31 p.
Keyword [en]
learning how to read, reading difficulties, identification, young learners
Keyword [sv]
läsinlärning, lässvårigheter, identifiering, förskoleklass
National Category
Humanities
Identifiers
URN: urn:nbn:se:kau:diva-42970OAI: oai:DiVA.org:kau-42970DiVA: diva2:936824
Subject / course
Swedish
Educational program
Primary Education Programme, 240 hp
Supervisors
Examiners
Available from: 2016-06-20 Created: 2016-06-14 Last updated: 2016-06-20Bibliographically approved

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Citation style
  • apa
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  • de-DE
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  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
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