In today’s society it’s important to teach our pupils to identify the messages in the texts they meet. From a critical literacy perspective, no text is neutral and analysing texts is about learning how language is related to power and how it affects us. The purpose of this degree project has therefore been to create, test and evaluate a material that aim to enable pupils´ development of strategies for critical reading and writing as well as providing support for the teacher in working with texts from a critical literacy perspective. The study is based on theoretical views within literacy with a socio-constructivist view on language, where learning takes place in a social context, through communication. This interventional study was conducted in a Swedish school with pupils aged 9–10 years. We observed two lessons where the material was used in teaching, to examine how critical reading and writing activities were carried out in practice. Interviews were also made with the teacher and some of the pupils in the class, to further examine how the material was perceived. Our analysis shows that strategies for reading comprehension such as, questioning, summarizing, predicting, clarifying, making connections and creating mental images was being used before, during and after the reading. When reading strategies were used without explicit instructions the pupils was given the opportunity to make connections to their previous experiences from various literacy practices when needed, in order to build their comprehension of the text. Moreover, the material provided support for the teacher in working with critical reading and writing but did not affect the teacher´s general approach to reading and writing.

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Elementary teachers can help students develop a critical literacy lens and learn how to question, analyze, and challenge assumptions. In turn, this can develop an inclusive classroom. My teacher action research looks at how critical literacy impacts both me, the teacher, and my fifth-grade students, in a predominantly White suburban public school over a school year. I was interested in analyzing how my students experience the critical literacy curriculum. The research was guided by the following research questions: (1) On what topics did I and my students focus? (2) What was the nature of my students’ engagement? (3) What positions did my students take up? Data consist of my reflective journal entries, classroom discussions, student work, student surveys, semistructured interviews with students, and discussions with two teacher colleagues. The data was analyzed using three lenses: student and teacher focus, student nature of engagement, and student positionality. A high level of student engagement with the critical literacy work was seen throughout the year and community building was an important part of this work. The reading and writing workshop approach supported the critical literacy work in many ways, including allowing for text selection by students and teachers and giving students time to collaborate, question, research, and take action. Finally, there is a messiness to this work, for teachers and students, that needs to be acknowledged, as well as an expectation to learn from mistakes and to listen to and learn from each other. Developing a critical literacy lens is a lifelong endeavor. / Educational Leadership

Föreliggande licentiatuppsats undersöker skolors arbete avseende litteracitetsutveckling för flerspråkiga elever, med utgångspunkt i ett sociokulturellt perspektiv på undervisning och lärande. Syftet var att undersöka och bidra med kunskap om skolors arbete för att utveckla litteracitetsförmåga hos flerspråkiga elever som möter svårigheter i läs- och skrivutvecklingsprocessen, en kunskap som behöver utvecklas för att bidra till en likvärdig utbildning. Licentiatuppsatsen utgår från två forskningsfrågor, varav den första forskningsfrågan undersöker hur skolorna i en kommun arbetar med litteracitetsutveckling med särskilt fokus på flerspråkiga elever i specifika svårigheter med läsning och skrivning. Den andra forskningsfrågan handlar om hur förutsättningar skapas för litteracitetsutveckling hos flerspråkiga elever som möter svårigheter med läsning och skrivning på en skola som fått goda omdömen inom detta område, enligt en rapport från Skolinspektionen.Licentiatuppsatsen baseras på två studier, en webbaserad enkätstudie i en svensk kommun (Studie I) och en fallstudie på en skola i ett flerspråkigt område i en svensk kommun (Studie II). Fallstudien (Studie II), som bygger på metodtriangulering, omfattar deltagande observationer, intervjuer och dokumentanalyser. Analysen av enkätresultatet (Studie I) indikerar att det finns en tonvikt på kartläggning och träning av kodknäckande aspekter på andraspråket svenska och att det finns ett behov av att utveckla skolornas arbete med att tillvarata flerspråkiga elevers språkliga resurser vid identifiering av läs- och skrivsvårigheter.I studie II visar resultatet att litteracitetsundervisningen innehöll olika aspekter av läs- och skrivförmåga och ett flerspråkigt perspektiv på litteracitetsundervisning framträdde. Lärarna visade ett starkt engagemang för elevernas läs- och skrivutveckling och använde varierade uttryckssätt och arbetsmetoder för att utveckla elevernas litteracitetsförmåga. / This licentiate thesis examines schools’ literacy work for multilingual students, taking the sociocultural perspective of teaching and learning as point of departure. The purpose is to investigate and contribute knowledge about schools’ work to develop literacy skills in multilingual students who experience challenges with reading and writing. This knowledge needs to be developed to contribute to equity in education. The research is based on two research questions. The first investigates how, according to the schools in a municipality, report that literacy practices have been designed with a particular focus on multilingual students experiencing specific difficulties with reading and writing. The second question concerns how conditions are created for literacy development in multilingual students who encounter difficulties with reading and writing, in a school that has received good ratings in this field according to a School Inspectorate report. The licentiate thesis is based on two studies, a web-based questionnaire study in one Swedish municipality (Study I) and a case study in a school in a multilingual area in one Swedish municipality (Study II). In the thesis, a theoretical framework model has been developed based on Luke and Freebody’s four resources model (1997, 1999) and Cummins’ theoretical work on multilingual students’ literacy development (2000, 2016). This integrated model has been used for the analysis in Study II and has been further elaborated and explained in the licentiate thesis. The case study (Study II), using methodological triangulation, includes participant observations, interviews and document analyses. The analysis of the questionnaire data (Study I) indicates an emphasis on code-breaking aspects in the mapping and training of literacy skills in most schools. The results show that there is a need to develop schools’ efforts to utilise the linguistic resources of multilingual pupils when identifying literacy difficulties and also to develop cooperation with mother tongue teachers and study coaches. In Study II, literacy teaching included different aspects of literacy and emphasised a multilingual perspective on literacy teaching. The teachers demonstrated a strong commitment to the students’ literacy development and used a wide range of expressions and working methods to maximise the students’ literacy skills. The findings also indicate that the teachers’ efforts to identify emerging difficulties in reading and writing, based on close monitoring, resulted in supporting measures at an early stage, which may have prevented literacy difficulties. The findings further indicate that the school leaders’ organisation of resources and approaches to multilingualism influenced towards, and in different ways created conditions for, relational leadership and differentiated teaching, and provided support within the classroom in the literacy teaching to multilingual pupils.

Approximately five percent of the Swedish population suffer from dyslexia. Therefore, this degree project aims to gain an insight into what pedagogical support in Swedish and English teaching can be offered to dyslexic pupils. Firstly, this paper provides an overview of theories and literature on dyslexia in L1 and L2. The researchers’ findings show that dyslectic difficulties in the L1 is most likely to affect – either by limiting or enhancing – the pupils’ abilities to learn a L2. Strategies (spelling, comparing sounds and letters) that pupils learned when they started to read and write in their L1 and the differences in orthographic systems between L1 and L2 influence their reading and writing in L2. This study is also based on interviews of four K-3 teachers in the south of Sweden. The major conclusions of this study are that (i) dyslectic difficulties extend across languages, (ii) variation of the teachers’ knowledge of dyslexia might depend on the length of their professional teaching experience and their willingness and interest to learn more about dyslexia, (iii) K-3 teachers are dependent on special education teachers’ advice on how to support dyslexic pupils, and (iv) K-3 teachers use digital resources and audiobooks to train the reading and writing in L1, but not in L2 since English in K-3 mostly focuses in training pupils’ speaking skills.

Dyslexia is one of the more common disabilities in Sweden; between 5-10 per cent of thepopulation can be considered having dyslexia. The difficulties they face in their educationstems from a disability to decode written language. English poses a problem, as the buildingblocks in terms of orthography and phonology are seldom compatible. This paper have, usingqualitative interviews with four (4) special education teachers, identified ways in which theseinformants support learners with dyslexia in English. The findings indicate that the advice andmethods the informants use are not specific to the subject of English. Instead the informantsadvocate organizational measures such as close cooperation with colleagues and alsocompensatory learning aids (such as audio versions of books, movies and pictures). Thefindings have been analysed viewed through the theoretical perspectives: SocioculturalPerspective, Systems Theory and Orthographical Depth. As most of the advice given by theinformants where of a general nature – the findings might indicate that there is a gapsomewhere in the education of teachers in Sweden regarding how to specifically supportlearners with dyslexia in the English subject.

Det primära syftet med denna studie var att undersöka hur aktiva lärare tillämpar och uppfattar sitt ledarskap samt hur det kan bidra till hur undervisningen kan utforma en god läs- och skrivundervisning. Frågeställningarna “Hur synliggörs lärarens ledarstil i klassrummet och på vilket sätt utövar de sina ledaruppgifter i relation till läs- och skrivundervisning?” och “Vilka uppfattningar har lärare kring sitt ledarskap och ledarstil i klassrummet samt de ledaruppgifter som används i läs- och skrivundervisning?” besvarades genom observationer av sju svensklektioner och genom intervjuer med sex lärare på olika skolor i Stockholms län. Därefter analyserades resultatet med hjälp av tematisk analys. För att öka förståelsen för ledarskapets dynamik inom dessa undervisningspraktiker, användes ledarskapsteori och sociokulturell teori som ramverk.  Analysen uppmärksammade tre distinkta teman; Tydlighet i handling och ord, Variation av struktur och rutiner, samt Anpassningsbart ledarskap. Studien visade att lärares ledarskap i läs- och skrivundervisning präglas av tydlighet genom muntliga och skriftliga instruktioner, varierad struktur och rutiner samt anpassningsbarhet hos lärare för att möta elevers skiftande behov. Lärarnas uppfattningar om sitt ledarskap överensstämde delvis med vad som observerades i klassrummet.  Slutsatserna underströk den viktiga roll som ett situationsanpassat ledarskap spelar för att utforma en god läs- och skrivundervisning, och framhävde självinsikt och medvetenhet som viktiga aspekter. Dessa insikter bekräftade inte bara befintliga teorier om vikten av ett flexibelt och anpassningsbart ledarskap inom utbildningsvetenskap, utan belyste också behovet av kontinuerlig utveckling av ledarskapsförmågor bland lärare. Implikationerna från denna studie antydde på att ytterligare forskning behövs för att fördjupa sig i dessa komplexa frågor och för att utforska potentiella ledarskapsstrategier som kan underlätta pedagogiskt arbete och anpassning av lärares ledarskap. / The primary purpose of this study was to investigate how active teachers apply and perceive their leadership and how it can contribute to shaping good reading and writing instruction. The research questions “How is the teachers’ leadership style manifested in the classroom, and in what ways do they perform their leadership tasks in relation to reading and writing instructions?” and “What are teachers’ perceptions of their leadership and leadership style in the classroom, and the leadership tasks used in reading and writing instructions?” were addressed through observations of seven Swedish lessons and interviews with six teachers at various schools in Stockholm County. The results were then analyzed using thematic analysis. To increase understanding of the dynamics of leadership within these teaching practices, leadership theory and sociocultural theory were used as frameworks.  The analysis highlighted three distinct themes: Clarity in action and words, Variation of structure and routines, and Adaptable leadership. The study found that teachers’ leadership in reading and writing instruction is characterized by clarity through oral and written instructions, varied structure and routines, and the adaptability of the teacher to meet the changing needs of pupils. The teachers’ perceptions of their leadership partially aligned with what was observed in the classroom.  The conclusions emphasized that situational leadership plays an important role in shaping good reading and writing instruction and highlighted self-awareness and consciousness as key aspects. These insights not only confirmed existing theories on the importance of flexible and adaptable leadership in educational science but also underscored the need for continuous development of leadership skills among teachers. The implications of this study implied that further research is needed to delve into these complex issues and explore potential leadership strategies that can facilitate pedagogical work and the adaptation of teacher leadership.

The aim of this diploma thesis is to present one of the aspekts of teaching of early reading and writing in primary schools in England. By this aspekt we mean methods that are used during teaching early reading and writing. The theoretical part of the diploma thesis familiarize the reader with the education system in England as whole, describes the National Curriculum and closely familiarize the reader with the pre-school curriculum and primary school curriculum. From both curriculums are pointed out especially those aspects which relate to teaching English language. In addition, there will be presented programs of teaching early reading and writing and closely described methods of teaching early reading and writing. The practical part of diploma thesis is based on research which was performed in community primary school "Dale Community Primary School". The research was conducted by several methods: questionnaire survey, observation and controlled observation. The questionnaires and observation aimed at finding methods of teaching early reading and writing which are used at the specific primary school. In addition, two modelled lessons were prepared and later reflected. During both modelled lessons were used methods of teaching early reading and writing. The knowledge and information gained from...

The purpose of this research was to conduct case studies to explore and describe Thai university students' awareness and application of cognitive and metacognitive strategies when reading and writing in English-as-a-foreign-language (EFL). Four participants, including two high and two low English language proficiency learners, were selected from 14 students enrolled in a five-week course called English for Social Sciences offered at Kasetsart University in Bangkok, Thailand in 2005. The major sources of data for the analyses included the transcripts of the participants' pair discussions, think-aloud protocols, interviews, and daily journal entries. In addition, field work observations, reading and writing strategy checklists, participants' written work, and the comparison of the pretest and posttest results were also instrumental to the analyses. The interpretive approach of content analysis was employed for these four case studies. Findings were initially derived from the single-case analyses, and then from cross-case analyses. Major findings revealed that strategic knowledge enhanced these English-as-a-foreign- language (EFL) learners' proficiency in English reading and writing. However, applying elaborative strategies for higher-level reading was challenging for most of the participants. Two crucial factors that impeded their development were the learners' uncertain procedural and conditional knowledge of strategy uses and their limited English language proficiency due to limited exposure to the second language (L2). The teacher's explanations and modeling of strategies, the participants' opportunities to discuss strategy use with peers, and extensive practice positively enhanced their development. Additionally, the learners' schema and knowledge of text structures played significant roles in their development of the two skills. These English-as-a-foreign-language (EFL) learners also developed metacognitive awareness and strategy applications, but not to the level that always enhanced effective regulation and control of their reading and writing behaviors. Combining reading and writing in English-as-a-foreign-language (EFL) instruction promoted the learners' awareness of the relationships of certain strategies for the two skills, and developed their literacy skills holistically.

I dagens samhälle är det av stor vikt att kunna läsa och skriva då texter finns i olika former överallt, mycket på grund av den tekniska utvecklingen i samhället. Vägen till att "knäcka koden" ser olika ut för barn. I studien har vi valt att fokusera elever med läs- och skrivsvårigheter samt hur tekniken kan fungera som stöd i undervisningen. Syftet med studien är att undersöka hur lärare beskriver sin undervisning i förhållande till läs- och skrivsvårigheter. Vidare är syftet att undersöka hur elever med läs- och skrivsvårigheter upplever sin undervisning. Studien har sin utgångspunkt i den sociokulturella teorin. Empirin till studien är skapad genom semistrukturerade intervjuer med lärare och elever. Materialet har sedan analyserats och presenteras i resultatet. Resultatet av studien indikerar på att undervisning och stödstrukturer inom ASL stödjer elever med läs- och skrivsvårigheter i sin läs- och skrivinlärning genom att de får höra och se sambandet mellan ljud och bokstav. / In today's society it's important to be able to read and write because there are texts everywhere, and also as the technology has made a bigger impact in the society. For some children it can be difficult to learn how to write and read. Because of this we have chosen to focus on pupils with disabilities in the read- and writing process. We also want to see how the technology can support pupils in their learning. The aim of this study is therefore to investigate how teachers describe their teaching in relation to reading and writing disabilities. The study also aims to investigate how pupils with reading and writing disabilities describe their education. The sociocultural theory is the base of this study. The empirics to this study is created by interviews with pupils and teachers. The empirics has been analyzed and presented in the result. The result of this study shows that the method "write to read" supports pupils with writing and reading disabilities in their writing and reading education because the link between letter and sound clarifieds for the pupils.