The thesis describes what happens when twelve students learn to read and write. The main purpose of this thesis is to shed light on the learning process of the students, with respect to reading and writing, based on the specific learning environment. Special attention is given to the relationship between the individual and the environment. It is the author's strong belief that one needs to look at both these aspects together. Further, the intention of the thesis is not to compare different environments in terms of good or bad, but rather to use them as examples of situated social practices for reading. The investigation has an ethnographic approach and is based primarily on qualitative data collected by personal studies of the students' reading and writing processes in the classroom environment. Secondly, estimations of the students' reading abilities have been performed in order to validate various kinds of data. Twelve students have been studied from August 1998 when they started in first grade and until March 2001. The analysis derives from Vygotskij's theory, the sociocultural perspective, and to get a better understanding of differences and similarities between the environments, Bernstein's theory about the visible and invisible pedagogic was used. The result indicates that in a classroom, students show a variety of specific behaviours related to the setting in different ways. The conclusion of this thesis is that it is urgent to make teachers observe and pay attention to the behaviour pattern of each group of readers. Teachers hereby receive a tool that gives them a chance to identify students with negative patterns in purpose to make them choose a constructive way of learning. Through guidance the teacher may transfer successful strategies and/or design situations that make it possible for the students to discover an alternative way of learning.

<p>Research shows that there is a literacy crisis in many South African primary schools, especially in the Foundation and Intermediate Phases (Grades 1 &ndash / &nbsp / ). The latest Annual National Assessments (ANA) results released in 2011 indicate that learners performed below the acceptable literacy levels as&nbsp / the national pass rate for Grade 3 learners was 35% and was 28% for Grade 6 learners (ANA, 2011:6). Research on literacy focuses on reading and&nbsp / there is little known about how young learners develop writing skills. This qualitative ethnographic study investigated how writing skills are developed in Grade 1 learners by looking at the writing processes as well as the teaching methods used by teachers to develop learners&rsquo / writing skills. The research also&nbsp / analyzed the texts produced by Grade 1 learners and the languages used in their written texts. The sample group in this research was the Grade 1 learners&nbsp / to a multicultural school in Cape Town. Data were collected by means of classroom observations, interviews and document analysis. The thematic&nbsp / arrative approach was used to analyze data and the analysis was informed by the Writing Developmental Continuum model and the Multimodal&nbsp / Approach to literacy in order to gain a better understanding of how young learners use language and other forms of writing such as visuals and gestures to&nbsp / onstruct and convey meaning.&nbsp / The findings of this research show that Grade 1 learners make use of semiotic resources including the language(s)&nbsp / &nbsp / &nbsp / available in their immediate context to create multimodal texts that incorporate both visual and written features. This shows that young learners represent&nbsp / their world experiences through interpersonal and experiential meanings in language(s) exposed to them. The teacher has a big role to play in developing&nbsp / learners&rsquo / writing skills and has to employ a variety of pedagogical strategies that support learners to move through the different writing phases before they develop into early writers. The study concludes that writing is not a linear process but it is a gradual process which depends on a variety of resources and&nbsp / factors which build on learners&rsquo / prior experiences and creativity.</p>

<p>Research shows that there is a literacy crisis in many South African primary schools, especially in the Foundation and Intermediate Phases (Grades 1 &ndash / &nbsp / ). The latest Annual National Assessments (ANA) results released in 2011 indicate that learners performed below the acceptable literacy levels as&nbsp / the national pass rate for Grade 3 learners was 35% and was 28% for Grade 6 learners (ANA, 2011:6). Research on literacy focuses on reading and&nbsp / there is little known about how young learners develop writing skills. This qualitative ethnographic study investigated how writing skills are developed in Grade 1 learners by looking at the writing processes as well as the teaching methods used by teachers to develop learners&rsquo / writing skills. The research also&nbsp / analyzed the texts produced by Grade 1 learners and the languages used in their written texts. The sample group in this research was the Grade 1 learners&nbsp / to a multicultural school in Cape Town. Data were collected by means of classroom observations, interviews and document analysis. The thematic&nbsp / arrative approach was used to analyze data and the analysis was informed by the Writing Developmental Continuum model and the Multimodal&nbsp / Approach to literacy in order to gain a better understanding of how young learners use language and other forms of writing such as visuals and gestures to&nbsp / onstruct and convey meaning.&nbsp / The findings of this research show that Grade 1 learners make use of semiotic resources including the language(s)&nbsp / &nbsp / &nbsp / available in their immediate context to create multimodal texts that incorporate both visual and written features. This shows that young learners represent&nbsp / their world experiences through interpersonal and experiential meanings in language(s) exposed to them. The teacher has a big role to play in developing&nbsp / learners&rsquo / writing skills and has to employ a variety of pedagogical strategies that support learners to move through the different writing phases before they develop into early writers. The study concludes that writing is not a linear process but it is a gradual process which depends on a variety of resources and&nbsp / factors which build on learners&rsquo / prior experiences and creativity.</p>

Syftet med studien är att bidra med kunskap kring hur några elever i årskurs 9 uppfattar lärmiljön och inkluderande processer i det klassrum där de har sin svenskundervisning, samt hur de anser att lärmiljön kan förbättras med särskilt fokus på läs- och skrivutveckling. Studien utgår ifrån ett sociokulturellt perspektiv på lärande. Den metod som används i undersökningen är en form av kvalitativ strukturerad gruppintervju. Frågeställningarna utgår ifrån syftet där elevperspektivet utgör en central del av innehållet. Resultatet i studien synliggör vikten av att undanröja hinder i den fysiska, pedagogiska och sociala lärmiljön för att skapa inkluderande och gynnsamma förutsättningar för elevers läs- och skrivutveckling. Åtgärder kring lärmiljön skapar en trygg och fungerande skola där alla elever får möjlighet att utvecklas. Resultatet visar även på betydelsen av att låta elever få vara med och ge sitt perspektiv på tillgänglig lärmiljö. Att lyssna på elever och att låta dem göra sina röster hörda är en viktig del av skolans uppdrag. Delaktighet är en rättighet för barn och elever, något som skapar trygghet, vilket är en förutsättning för att lärande ska kunna ske. / The aim of this study is to contribute knowledge about how some students in the 9th grade perceive the learning environment, and the process of inclusive education, in the classroom in which they study Swedish. It also aims to present their thoughts on how the learning environment can be improved to support the development of reading and writing skills. The theoretical framework of this study is a sociocultural perspective on learning. The method chosen is a form of qualitative structured group interview. The questions are based on the aim of the study, where the student perspective plays a central part of the content. The results of this study show the importance of overcoming obstacles in the physical, pedagogical and social learning environment to create inclusive and beneficial conditions concerning students´ reading and writing skills. Actions surrounding the learning environment create a secure and functioning school where all students have the possibility to develop. The results also show the importance of letting students provide their perspective on an accessible learning environment. To listen to students and to allow the students´ voices to be heard are significant parts of the school curriculum. Children and students have a right to participation as this creates a sense of security, which is a condition for learning to be acquired.

The Diploma work compares the records in local, parish and school chronicles in Ledenice, a small town near České Budějovice. The work is split up to four basic chapters. It contains an extensive list of the literature and sources as well as the abundant supplements. The first chapter is about concise history of town, parish and school in Ledenice, the second chapter is about the development of Czech chronicle writing from the Middle Ages till present (inclusive of the history of local, parish and school chronicle writing). The thirt chapter includes development of chronicle writing in Ledenice, in this chapter we don´t miss description of the particular books, analysis of the records and brief biography of all chroniclers. The last pivotal chapter compares chronicle-records in the chosen period 1900{--}1950, puts near common topics as well as the specialities of particular chronicles and chroniclers. Short summaries are in this fourth chapter, the result from all the research is in the ending.

This study covers a research within the area of writing difficulties in the ESL classroom (English as second language). This essay aims to look at teachers’ attitudes towards working with writing difficulties and also how teachers deal with this issue in the classroom. The data for this study was collected through the qualitative method; interviews and observations. The informants who participated in this study are English teachers, working in year 7-9. The observations were conducted during the informants’ lessons. Previous research has also been used in this study in order to establish the teachers’ work within writing. The study shows that the teachers feel that it is challenging to work with students who have writing difficulties, since those students might be unmotivated. However, the informants believe that teachers need to motivate their students to write more, in order to achieve development. Moreover, the study shows that teachers do not use any specific method when working with writing, instead they try to see what the students have difficulties with, and subsequently find solutions based on the individual’s needs.

Magister Educationis - MEd / Research shows that there is a literacy crisis in many South African primary schools, especially in the Foundation and Intermediate Phases (Grades 1 – ). The latest Annual National Assessments (ANA) results released in 2011 indicate that learners performed below the acceptable literacy levels as the national pass rate for Grade 3 learners was 35% and was 28% for Grade 6 learners (ANA, 2011:6). Research on literacy focuses on reading and there is little known about how young learners develop writing skills. This qualitative ethnographic study investigated how writing skills are developed in Grade 1 learners by looking at the writing processes as well as the teaching methods used by teachers to develop learners’ writing skills. The research also analyzed the texts produced by Grade 1 learners and the languages used in their written texts. The sample group in this research was the Grade 1 learners to a multicultural school in Cape Town. Data were collected by means of classroom observations, interviews and document analysis. The thematic arrative approach was used to analyze data and the analysis was informed by the Writing Developmental Continuum model and the Multimodal Approach to literacy in order to gain a better understanding of how young learners use language and other forms of writing such as visuals and gestures to onstruct and convey meaning. The findings of this research show that Grade 1 learners make use of semiotic resources including the language(s) available in their immediate context to create multimodal texts that incorporate both visual and written features. This shows that young learners represent their world experiences through interpersonal and experiential meanings in language(s) exposed to them. The teacher has a big role to play in developing learners’ writing skills and has to employ a variety of pedagogical strategies that support learners to move through the different writing phases before they develop into early writers. The study concludes that writing is not a linear process but it is a gradual process which depends on a variety of resources and factors which build on learners’ prior experiences and creativity. / South Africa

Although much research has reported the effectiveness of task repetition on oral performance (Bygate, 2018), few studies have investigated its effectiveness on writing performance (Manchón, 2014), especially in languages other than English. For instance, Nitta and Baba’s (2014) longitudinal study revealed that EFL undergraduates considerably progressed their syntactic complexity and lexical aspects, but not fluency, through repeating a timed writing task. In relation to the task repetition, however, whether and how L2 learners develop their grammatical accuracy and communicative adequacy (Pallotti, 2009) has remained unclear in the literature. Furthermore, in addition to the linguistic measurements and the qualitative assessments, scant research has attempted to investigate whether any significant changes are brought about in terms of learners’ perceptions through repeating language tasks. <br>Therefore, the current study has shed new light on the developmental changes in the writing performance of Japanese-as-a-foreign-language (JFL) learners. It investigated whether any remarkable changes are brought about in terms of overall complexity, complexity by subordination, accuracy, and fluency through repeating a weekly “15-Minute Writing Task” throughout one academic semester (16 weeks) and one academic year (32 weeks). The writing task topics were considered in terms of the Cognition Hypothesis (Robinson, 2001), which states that different cognitive demands of tasks will lead to different L2 output. Regarding this point, this study explored whether there were any significant differences between two task types: descriptive and argumentative essays. JFL learners who were enrolled in an intermediate-level course at an American university engaged in the two different types of timed writing tasks.<br>First, the one-semester investigation, based on the pre/posttest analysis, revealed different patterns between the two types of writing tasks. For the descriptive essays, despite the improvements in overall complexity, complexity by subordination, and fluency with a large effect size (r ≥ .6) (Plonsky & Oswald, 2014), no significant findings were confirmed for accuracy. In contrast, in the argumentative essays, the learners improved all the linguistic aspects but with a medium effect size (.4 ≤ r < .6).<br>Second, in the one-year investigation, the JFL learners significantly improved overall complexity, complexity by subordination, and fluency during the study period. The dynamic systems approach (Verspoor & van Dijk, 2011) also unraveled the developmental trajectories to show how different variables interacted in the two different types of writing tasks, respectively, throughout the measurement period. Although there were no statistically significant differences in grammatical accuracy measures, the process of L2 writing development showed fluctuations, demonstrating that the improvements in syntactic complexity seemed to have caused many grammatical errors temporarily. Lastly, the learners’ compositions, which were also assessed qualitatively by two native Japanese speakers in terms of readability, indicated significant improvements in communicative adequacy.<br>Finally, to investigate any changes in the learners’ beliefs toward Japanese writing before and after the task repetition, the JFL learners completed the Belief Questionnaire About Writing in Japanese (Ishibashi, 2009). In addition, to examine any changes in foreign language anxiety with a focus on Japanese writing, the learners were required to complete the second-language version of the Daly-Miller Writing Apprehension Test (Cheng, Horwitz, & Schallert, 1999). The study found that the extensive writing experience had a positive impact on the JFL learners’ confidence and willingness when writing in L2 Japanese.<br><br>

Den språkliga situationen i svensk skola har förändrats och allt fler elever är flerspråkiga med olika förstaspråk. Som lärare är det viktigt att ta del av aktuell forskning för att skapa sig en vetenskaplig grund till val av arbetssätt för att utveckla kunskaper på ett inkluderande sätt hos sina elever. Syftet med den här systematiska litteraturstudien är att sammanställa vilka fördelar en transspråkande arbetsmetod kan innebära för flerspråkiga elever i låg- och mellanstadiet och hur en transspråkande arbetsmetod kan påverka deras skrivutveckling enligt vetenskaplig forskning. För att besvara studiens syfte och frågeställningar har tio vetenskapliga publikationer valts ut och analyserats utifrån en tematisk analys. Resultatet av analysen visar att en transspråkande arbetsmetod skulle kunna påverka de flerspråkiga elevernas språk- och kunskapsutveckling positivt. När alla språk synliggörs i ett klassrum skulle de flerspråkiga elevernas identitet kunna utvecklas eftersom deras olika språk, kulturella erfarenheter samt tidigare kunskaper inkluderas. En transspråkande arbetsmetod verkar även öppna upp för ett samarbete och inkludering av vårdnadshavare. Resultatet visar att en transspråkande arbetsmetod skulle kunna påverka flerspråkiga elevers skrivutveckling positivt eftersom de inte hämmas av bristande språkkunskaper i sitt skrivande.

Den här studien handlar om vilka samband som kan urskiljas mellan barns läsintresse och skrivutveckling. Har de barn som gillar att läsa mycket böcker någon fördel i sin skrivutveckling jämfört med de barn som läser betydligt mindre? Tidigare forskning visar att läsa och skriva är nära sammankopplade och det återspeglas även av resultatet som framkommit i denna studie. Studien utgår från en kvalitativ metod där semistrukturerade intervjuer har genomförts tillsammans med två olika skrivtest, för att kunna mäta respondenternas skrivutveckling. De teorier som ligger till grund för arbetet är kognitiva teorin och sociokulturella teorin, då det är två teorier som är nära sammankopplade med läs- och skrivutveckling. Resultatet visar att samtliga respondenter utvecklas i sin skrivutveckling. Det finns två respondenter som sticker ut från mängden, en av dem besitter en skrivkompetens men ett lästest visar att eleven behöver mer träning i ordförståelse, den andra respondenten kunde inte alla bokstäver i alfabetet vid första skrivtestet men skrev berättelser hemma. / This study is about the connections that can be discerned between children's interest in reading and their writing development. Do the children who enjoy reading books have an advantage in their writing development compared to the children who read considerably less? Previous research shows that reading and writing are closely associated and this is also reflected in the results of this study. The study is based on a qualitative method where semi-structured interviews have been conducted together with two different writing tests, in order to measure the respondents' writing development. The theories underlying the work are cognitive theory and sociocultural theory, since these theories are closely linked to the development of reading and writing. The result shows that all respondents become more proficient in their writing development. There are two respondents who stand out from the crowd, one of them possesses writing skills but a reading test shows that the student needs more training in word comprehension, the other respondent could not write all letters of the alphabet at the first writing test but wrote stories at home.