The purpose of this study is to investigate students who struggle with their reading, from pre-school to first grade with the help of Bornholm test (it is important to know that the students have not been diagnosed, it may be due to early reading). The ambition is to know about and how the difficulties develop and how they perform on a new Bornholm test and a hearing comprehension test. The study is a follow-up and in-depth study of hearing comprehension and phonological awareness among students struggling with their reading. In order to fulfill the purpose, the following questions have been formulated: What parts of the Bornholm test showed the students difficulties? How does the result look after a new test is done to the same students in first grade? How do the same students perform on a hearing comprehension test? The results showed that these students had problems in four areas: to determine how many sounds a word consists of, to determine which word is the longest and phonem-graphem correspondence as well as understanding rimes. After six months, a new test was done that showed that eight out of ten students showed phonological development while two out of ten students still had difficulties. The hearing comprehension test performed by the students showed that the two students who still experienced difficulties with phonological development also had difficulties in replying the text in the correct order and finding their own statements. The students that showed a phonological development also performed well on the hearing comprehension test.

The study seeks to investigate four preschool teachers’ views of making literacy learning a pleasurable experience in preschool class and to identify any differences in their views. The study is based on interviews with four teachers with at least ten years’ experience of work in preschool class. The teachers work in three different municipalities. The result shows that making literacy learning pleasurable is a complex concept, which means that a varied way of working is necessary so that as many pupils as possible will find learning to read a pleasurable experience. Above all, the teachers make learning to read a pleasure through shared activities, in which play, reading aloud and linguistic awareness are important elements in the teaching. The Bornholm model is a common denominator in the work of learning to read for the four preschool teachers, as a consequence of which the teachers’ views of making literacy learning pleasurable are relatively similar.

Många förskoleklasser är ålagda att arbeta med Bornholmsmodellen för att öka den språkliga medvetenheten hos barnen. Forskning visar på att ett tidigt arbete med barns språkliga medvetenhet innan läsinlärningens start har stor betydelse för barns läsinlärning. Med Bornholmsmodellen jobbar man med språklekar för att stimulera barnens språkliga medvetenhet. Syftet med undersökningen är att ta reda på hur Bornholmsmodellen uppfattas av verksamma pedagoger inom två kommuner samt vad dessa anser finns för olika fördelar och nackdelar med metoden. Vidare så undersöks det om Bornholmsmodellen upplevs vara effektiv för barns språkliga medvetenhet och utveckling samt på vilka sätt den anses vara det. Genom arbetets gång undersöktes det även om andra metoder fanns kopplade till Bornholmsmodellen. Metoder för undersökningen har varit intervjuer med åtta informanter från två olika kommuner samt enkäter som besvarats av fyrtiotvå informanter från två olika kommuner. Undersökningen visar att Bornholmsmodellens syfte i att göra barn språkligt medvetna upplevs som framgångsrik. De flesta informanterna anser att Bornholmsmodellen saknar att ge barnen ett sammanhang i undervisningen vilket pedagoger med rätt förutsättningar från kommun och skolledning lyckas skapa genom att använda sig av andra metoder integrerat med Bornholmsmodellen. / Many preschool classes are required to work with a method named Bornholm model to increase the linguistic awareness among children. Research shows that working with children's linguistic awareness in an early stage is of great importance for children's reading skills. With help from the Bornholm model, you work with language games to stimulate the children's linguistic awareness. The aim of the study was to find out how the Bornholm model are being interpreted by active teachers in two municipalities, as well as their thoughts about what different advantages and disadvantages they considered in relation to the method. Furthermore, the results will show if they feel that the method is effective for children's linguistic awareness and development and in what way they feel it is so. The study will also show whether other methods connect to the Bornholm model. Methods of investigation have been interviews with eight informants from two different municipalities as well as questionnaires answered by forty-two informants from two different municipalities. The result shows that the purpose of the Bornholm method in making children become literally aware successfully perceived. The Bornholm method lacks a context integrated in teaching situations, which educators with the right conditions from the municipality and school management succeed in creating through different methods integrated with the Bornholm model.

This study investigates how four teachers working in preschool class–grade 3 perceive the concept of phonological awareness, how they work to stimulate this awareness and whether they see any change over time. Four teachers were interviewed and turned out to have different perceptions of what phonological awareness is. The interviewed teachers obtained their teaching certificates in different years, which can explain the differences in their knowledge and use of the concept. Half of them worked according to the Bornholm model, which is based on phonological awareness. Those who said that they worked more according to the Whole Language and LTG method nevertheless sometimes used rhymes and chants and language exercises, mostly because they appreciated the playfulness and pleasure of these exercises. Through in-service training and contact with other teachers, the interviewed teachers have become increasingly interested in the concept of phonological awareness.