<p>Abstract</p><p>The purpose with this essay is to get an insight on how the school has changed over the past years in terms of reading- and writing difficulties/dyslexia. In the literature studies I mention reading- and writing difficulties and the reasons why some people get these problems. Further on in the literature study it is written about what the education act and the curriculum say about the school’s duties towards pupils in need of special support.</p><p>The result contains interviews with one language pedagogue and one special pedagogue who work in two different municipalities. In addition I interviewed two former pupils who went to school 15-20 years ago.</p><p>I came to the conclusion that today’s schools have changed to the better for the pupils with difficulties. During the 1990’s the problems around dyslexia was getting attention in the society. This made the school more aware about reading- and writing difficulties/dyslexia and gave them more knowledge about the difficulties.</p> / <p>Sammandrag</p><p>Syftet med denna uppsats är att få en inblick i hur skolan har förändrats under de senare åren vad gällande elever med läs- och skrisvårigheter/dyslexi. I litteraturgenomgången tas läs- och skrivsvårigheter/dyslexi upp och vad det finns för bakomliggande orsaker till varför vissa personer får dessa svårigheter. Vidare står det om vad skollagen och läroplanen säger om skolans skyldigheter till att hjälpa elever i behov av särskilt stöd.</p><p>Undersökningen som behandlades i resultatet omfattade intervjuer med en språkpedagog och en specialpedagog som är verksamma i två olika kommuner samt intervjuer med två före detta elever med dyslexi som gick i skolan för cirka 15-20 år sedan.</p><p>Resultatet av undersökningen visade på att dagens skola har förändrats till det bättre för elever med dessa svårigheter. Under 1990-talet uppmärksammades dyslexiproblematiken i samhället vilket gjorde att skolan blev mer medveten och fick kunskap om läs- och skrivsvårigheter/dyslexi.</p>

<p>Many researches have been done about the difficulties in teaching children with disabilities and like in this case dyslexia, which is the disability my essay is focused on. Earlier researches have investigated how and what teachers do practically when they have pupils with dyslexia and what help they have in their work. I wanted to investigate how the theories in National Compulsory School Curriculum (Lpo94) and about inclusive education in relation to the actual work in one Swedish school. My essay, with help of other research, has taken the expression “school for all” and it’s meaning to what is possible to do in a real life work situation, with the assignments that schools have in Lpo94. The result from my research on this Swedish school in Stockholm region is that they have a somewhat impossible goal to achieve, if the School system wants to be a “school for all” and at the same time fulfil their obligations in Lpo94 about an inclusive education and at the same time notice and offer alternative education to the ordinary if necessary.</p>

<p><strong>Sammanfattning</strong></p><p><strong> </strong></p><p>Det är inte bara elever med dyslexi som har läs- och skrivsvårigheter, utan problemet har ökat överallt i vårt moderna samhälle. Kraven på att läsa och ha god läsförståelse ökar i takt med att allt mer information skickas till oss via media, internet och post. Detta problem medförde att vi på den skola jag arbetar startade ett läsprojekt för att öka elevernas läsförståelse och därmed också deras resultat i skolan. Syftet med mitt arbete är att ta reda på vilka svårigheter och orsaker det finns för elever som har läs- och skrivsvårigheter, samt hur man ökar deras läsförståelseförmåga. Kan elever bara genom att läsa mera, kunna förbättra sina prestationer i läsförståelse. För att få ett svar på detta har jag undersökt elevers resultat av läsförståelsediagnoser. Resultaten presenteras utifrån en stanineskala som är en standardskala där elevernas poäng överförs till en niogradig skala. Ett staninevärde på fem motsvarar medelvärde. Sammanlagt nittiosju elever i samma ålder har kartlagts under högstadietiden. Resultatet vid undersökningen blev att läsförståelsen förbättrades för de svaga läsarna. Det visade sig också att de som var bra i sin läsförståelse i årskurs sju, sänkte sina resultat och närmade sig medelstanine fem. Ökad lästid i skolan har gjort att eleverna ökat sin läsförståelse. Däremot krävs det en utveckling av projektet, där samtalet kring det man läser sätts i fokus. Samtal ökar elevers förståelse och reflekterande.</p> / <p><strong>Abstract</strong></p><p>The problem with dyslexia has increased everywhere in our modern society. Requirements of proficiency in reading and comprehension skills, increases at a similar speed to that which information is disseminated. This problem led to a reading project in the school where I work. The aim was to increase pupils reading, comprehension and also their overall performance. Is it a possibility that by just reading more in school, pupils can improve their performance? To find and answer I have researched the pupils results from a reading comprehension diagnosis. The results are presented from a stanine scale, a standard scale where pupils points transfers to a nine degree scale. A stanine value of five is equal to mean and the lowest values are one and two. The reading diagnosis was undertaken by 97 pupils in the same age. The fist was carried out in autumn term of year seven and then every autumn up to year nine. The results show that reading comprehension improved for weaker readers from level one and two in year seven, to level three and four in year nine. The results also showed that pupils with good abilities in year seven lowered their results to middle stanine five in year nine. More time for reading in school shows that pupils increase their reading comprehension. However, the project needs to develop further, with focus on discussions following the reading of a text.</p>

Many researches have been done about the difficulties in teaching children with disabilities and like in this case dyslexia, which is the disability my essay is focused on. Earlier researches have investigated how and what teachers do practically when they have pupils with dyslexia and what help they have in their work. I wanted to investigate how the theories in National Compulsory School Curriculum (Lpo94) and about inclusive education in relation to the actual work in one Swedish school. My essay, with help of other research, has taken the expression “school for all” and it’s meaning to what is possible to do in a real life work situation, with the assignments that schools have in Lpo94. The result from my research on this Swedish school in Stockholm region is that they have a somewhat impossible goal to achieve, if the School system wants to be a “school for all” and at the same time fulfil their obligations in Lpo94 about an inclusive education and at the same time notice and offer alternative education to the ordinary if necessary.

Sammanfattning   Det är inte bara elever med dyslexi som har läs- och skrivsvårigheter, utan problemet har ökat överallt i vårt moderna samhälle. Kraven på att läsa och ha god läsförståelse ökar i takt med att allt mer information skickas till oss via media, internet och post. Detta problem medförde att vi på den skola jag arbetar startade ett läsprojekt för att öka elevernas läsförståelse och därmed också deras resultat i skolan. Syftet med mitt arbete är att ta reda på vilka svårigheter och orsaker det finns för elever som har läs- och skrivsvårigheter, samt hur man ökar deras läsförståelseförmåga. Kan elever bara genom att läsa mera, kunna förbättra sina prestationer i läsförståelse. För att få ett svar på detta har jag undersökt elevers resultat av läsförståelsediagnoser. Resultaten presenteras utifrån en stanineskala som är en standardskala där elevernas poäng överförs till en niogradig skala. Ett staninevärde på fem motsvarar medelvärde. Sammanlagt nittiosju elever i samma ålder har kartlagts under högstadietiden. Resultatet vid undersökningen blev att läsförståelsen förbättrades för de svaga läsarna. Det visade sig också att de som var bra i sin läsförståelse i årskurs sju, sänkte sina resultat och närmade sig medelstanine fem. Ökad lästid i skolan har gjort att eleverna ökat sin läsförståelse. Däremot krävs det en utveckling av projektet, där samtalet kring det man läser sätts i fokus. Samtal ökar elevers förståelse och reflekterande. / Abstract The problem with dyslexia has increased everywhere in our modern society. Requirements of proficiency in reading and comprehension skills, increases at a similar speed to that which information is disseminated. This problem led to a reading project in the school where I work. The aim was to increase pupils reading, comprehension and also their overall performance. Is it a possibility that by just reading more in school, pupils can improve their performance? To find and answer I have researched the pupils results from a reading comprehension diagnosis. The results are presented from a stanine scale, a standard scale where pupils points transfers to a nine degree scale. A stanine value of five is equal to mean and the lowest values are one and two. The reading diagnosis was undertaken by 97 pupils in the same age. The fist was carried out in autumn term of year seven and then every autumn up to year nine. The results show that reading comprehension improved for weaker readers from level one and two in year seven, to level three and four in year nine. The results also showed that pupils with good abilities in year seven lowered their results to middle stanine five in year nine. More time for reading in school shows that pupils increase their reading comprehension. However, the project needs to develop further, with focus on discussions following the reading of a text.

<p>The purpose of the paper is to examine how teachers in preschool is working with language stimulation for the prevention of difficulties in reading and writing before school starts. The method that was used to illuminate the problem is a qualitative interview. A specialpedagog and six preschool teacher, which is specifically focused on language stimulation in the work with children, have been included in the study. The results indicated that preschool teacher are working a lot with language stimulation. They work mostly with children throughout the group, to encourage and provide children with the tools to be able to communicate with each other and staff. Decks language are used in daily activities. The form of language stimulation creates the conditions for participation and activity, where children are stimulated by each other. Student teachers stressed that <em>signs as a support</em> is something good to work with at nursery, because it gives all the children a chance to communicate. It appears that preschool teatcher want to work more consciously with language stimulation for the prevention of reading and writingproblems and thereby affect the whole child's development positively. In my literature review it is shown that previous researches have reached similar results. Something that is highlighted in the literature are that <em>signs as a support</em> increased opportunities for communication. It could involve children, who, for various reasons do not have access to the Swedish language, such as small children who have not yet developed the language, children with bad hearing or immigrant children.</p> / <p>Syftet med uppsatsen är att undersöka hur pedagoger i förskolan arbetar med språkstimulering för att förebygga läs- och skrivsvårigheter inför skolstarten. Metoden som har använts för att belysa problemområdet är kvalitativ intervju. En specialpedagog och sex förskollärare, som är speciellt inriktad på språkstimulering i arbetet med barnen, har ingått i studien. I resultaten framkommer att pedagoger arbetar en hel del med språkstimulering. De arbetar oftast med hela barngruppen, för att stimulera och ge barnen verktyg till att kunna kommunicera med varandra och personalen. Språklekar används i den dagliga verksamheten. Den formen av språkstimulering skapar förutsättningar för deltagande och aktivitet, där barnen stimuleras av varandra. Pedagogerna framhåller att, <em>tecken som stöd</em> är någonting bra att arbeta med på förskolor, eftersom det ger alla barn en chans att kommunicera. Det framkommer att pedagogerna vill arbeta mer medvetet med språkstimulering för att förebygga läs- och skrivsvårigheter och därigenom påverka hela barnets utveckling positivt. I min litteraturstudie har tidigare forskning kommit fram till liknande resultat. Någonting som framhålls i litteraturen är, <em>tecken som stöd,</em> för att skapa ökade möjligheter för kommunikation. Det kan gälla barn, som av olika skäl inte har tillgång till det svenska språket, exempelvis små barn som ännu inte utvecklat språket, barn som hör dåligt eller invandrarbarn.</p>

The purpose of the paper is to examine how teachers in preschool is working with language stimulation for the prevention of difficulties in reading and writing before school starts. The method that was used to illuminate the problem is a qualitative interview. A specialpedagog and six preschool teacher, which is specifically focused on language stimulation in the work with children, have been included in the study. The results indicated that preschool teacher are working a lot with language stimulation. They work mostly with children throughout the group, to encourage and provide children with the tools to be able to communicate with each other and staff. Decks language are used in daily activities. The form of language stimulation creates the conditions for participation and activity, where children are stimulated by each other. Student teachers stressed that signs as a support is something good to work with at nursery, because it gives all the children a chance to communicate. It appears that preschool teatcher want to work more consciously with language stimulation for the prevention of reading and writingproblems and thereby affect the whole child's development positively. In my literature review it is shown that previous researches have reached similar results. Something that is highlighted in the literature are that signs as a support increased opportunities for communication. It could involve children, who, for various reasons do not have access to the Swedish language, such as small children who have not yet developed the language, children with bad hearing or immigrant children. / Syftet med uppsatsen är att undersöka hur pedagoger i förskolan arbetar med språkstimulering för att förebygga läs- och skrivsvårigheter inför skolstarten. Metoden som har använts för att belysa problemområdet är kvalitativ intervju. En specialpedagog och sex förskollärare, som är speciellt inriktad på språkstimulering i arbetet med barnen, har ingått i studien. I resultaten framkommer att pedagoger arbetar en hel del med språkstimulering. De arbetar oftast med hela barngruppen, för att stimulera och ge barnen verktyg till att kunna kommunicera med varandra och personalen. Språklekar används i den dagliga verksamheten. Den formen av språkstimulering skapar förutsättningar för deltagande och aktivitet, där barnen stimuleras av varandra. Pedagogerna framhåller att, tecken som stöd är någonting bra att arbeta med på förskolor, eftersom det ger alla barn en chans att kommunicera. Det framkommer att pedagogerna vill arbeta mer medvetet med språkstimulering för att förebygga läs- och skrivsvårigheter och därigenom påverka hela barnets utveckling positivt. I min litteraturstudie har tidigare forskning kommit fram till liknande resultat. Någonting som framhålls i litteraturen är, tecken som stöd, för att skapa ökade möjligheter för kommunikation. Det kan gälla barn, som av olika skäl inte har tillgång till det svenska språket, exempelvis små barn som ännu inte utvecklat språket, barn som hör dåligt eller invandrarbarn.

Made available in DSpace on 2016-08-03T16:15:46Z (GMT). No. of bitstreams: 1 PaulaAraujo.pdf: 311613 bytes, checksum: e2175a200d37e56c27efb13db177acad (MD5) Previous issue date: 2014-03-20 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The practice of the teacher in the classroom has great importance for a successful development of the student. In primary education we can notice high numbers of children with learning disabilities related to reading and writing - they know how to read what is written, but they cannot interpret what they are reading. In this context, this study aimed to conduct a discussion to see if, indeed, the psycho-pedagogical acquirements are facilitators for organizing interventions in pedagogical practice of teachers who face learning difficulties of students in reading and writing process, and to investigate whether teachers who have the psycho-pedagogical knowledge are more successful in terms of satisfactory results considering the interventions with their students, then to teachers who have no such knowledge. This study is delimited in the scope of the elementary school, and had as subjects, six pedagogue teachers who work or worked in the 3rd or 4th year of Cycle I (the first series) in public schools at São Paulo - three of them have the psychopedagogy course and three of them do not have the psychopedagogy course, and it had as motivating the following questions: A psychoeducational practice can contribute positively in the school context? The pedagogue teacher, with psycho-pedagogical knowledge, feels it is easier to deal with learning difficulties? It is also conducted a historic recovery about the Psychoeducation emergence in Brazil and its field performance, as well as reflections on the discussion about the difficulties of learning is related to the difficulties of teaching and learning. The basic academic references, for deepening discussions of some proposals, was based on authors such as Bossa, 2011; Fernández, 1991; Pain, 1992; Polity, 2002 and Franco, 2003. To collect data from selected subjects, we conducted semi-structured interviews, which were audio-recorded and transcribed for later analysis categories organization, through the methodology of content analysis proposed by Franco (2003). Through this study we found that as the psychopedagogy has an interdisciplinary feature, much of its theoretical and practical contributions come from other areas of knowledge, such as pedagogy. Thus, much of interventional practices of teachers with psychopedagogy to students who face learning difficulties in reading and writing, are the same as the teachers without psychopedagogy, use in the classroom. / A prática do professor em sala de aula é de extrema importância para um bom desenvolvimento do educando. No ensino básico podemos perceber grande número de crianças com dificuldades de aprendizagem relacionadas à leitura e à escrita elas sabem ler o que está escrito, mas não conseguem interpretar o que estão lendo. Diante desse contexto, este estudo teve por objetivo realizar uma discussão para verificar se, efetivamente, os conhecimentos psicopedagógicos são facilitadores para a organização de intervenções na prática pedagógica de professores que enfrentam dificuldades de aprendizagem de alunos no processo de leitura e escrita, e investigar se os professores que possuem os conhecimentos psicopedagógicos têm mais sucesso em termos de resultados satisfatórios frente às intervenções com seus alunos, em relação aos professores que não possuem estes conhecimentos. Este estudo se delimitou no âmbito do Ensino Fundamental, e teve como sujeitos, seis professores pedagogos que atuam ou atuaram, nos 3º ou 4º anos do Ciclo I (das séries iniciais) em escolas públicas na grande São Paulo três que possuem o curso de psicopedagogia e três que não possuem o curso de psicopedagogia, e teve como motivadoras as seguintes questões: A prática psicopedagógica pode contribuir de forma positiva no contexto escolar? O professor pedagogo, com os conhecimentos psicopedagógicos, tem mais facilidade para lidar com dificuldades de aprendizagem? É realizada, também, uma recuperação histórica sobre o surgimento da Psicopedagogia no Brasil e seu campo de atuação, além de reflexões sobre se a discussão acerca das dificuldades de aprendizagem está relacionada com as dificuldades de ensinagem". O referencial teórico básico, para o aprofundamento de algumas discussões propostas, baseou-se em autores como Bossa, 2011; Fernández, 1991; Paín, 1992; Polity, 2002 e Franco, 2003. Para a coleta de dados dos sujeitos selecionados, realizamos entrevistas semi-estruturadas, gravadas em áudio e transcritas, para posterior organização de categorias de análises, por meio da metodologia de análise de conteúdo proposta por Franco (2003). Através desta investigação constatamos que como a psicopedagogia possui um caráter interdisciplinar, muito da sua contribuição teórica e prática vêm de outras áreas do conhecimento, como por exemplo, da pedagogia. Assim, muito das práticas interventivas dos professores com psicopedagogia para com os alunos que enfrentam dificuldades de aprendizagem na leitura e na escrita, são as mesmas que os professores, sem psicopedagogia, utilizam em sala de aula.

Abstract The purpose with this essay is to get an insight on how the school has changed over the past years in terms of reading- and writing difficulties/dyslexia. In the literature studies I mention reading- and writing difficulties and the reasons why some people get these problems. Further on in the literature study it is written about what the education act and the curriculum say about the school’s duties towards pupils in need of special support. The result contains interviews with one language pedagogue and one special pedagogue who work in two different municipalities. In addition I interviewed two former pupils who went to school 15-20 years ago. I came to the conclusion that today’s schools have changed to the better for the pupils with difficulties. During the 1990’s the problems around dyslexia was getting attention in the society. This made the school more aware about reading- and writing difficulties/dyslexia and gave them more knowledge about the difficulties. / Sammandrag Syftet med denna uppsats är att få en inblick i hur skolan har förändrats under de senare åren vad gällande elever med läs- och skrisvårigheter/dyslexi. I litteraturgenomgången tas läs- och skrivsvårigheter/dyslexi upp och vad det finns för bakomliggande orsaker till varför vissa personer får dessa svårigheter. Vidare står det om vad skollagen och läroplanen säger om skolans skyldigheter till att hjälpa elever i behov av särskilt stöd. Undersökningen som behandlades i resultatet omfattade intervjuer med en språkpedagog och en specialpedagog som är verksamma i två olika kommuner samt intervjuer med två före detta elever med dyslexi som gick i skolan för cirka 15-20 år sedan. Resultatet av undersökningen visade på att dagens skola har förändrats till det bättre för elever med dessa svårigheter. Under 1990-talet uppmärksammades dyslexiproblematiken i samhället vilket gjorde att skolan blev mer medveten och fick kunskap om läs- och skrivsvårigheter/dyslexi.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-05-23T12:17:39Z No. of bitstreams: 1 Anderson Luiz Araujo.pdf: 2342725 bytes, checksum: e67a4751ead27bc22a3717b50bef2866 (MD5) / Made available in DSpace on 2017-05-23T12:17:39Z (GMT). No. of bitstreams: 1 Anderson Luiz Araujo.pdf: 2342725 bytes, checksum: e67a4751ead27bc22a3717b50bef2866 (MD5) Previous issue date: 2017-04-25 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This Work intends to investigate and analyze the difficulties in reading and writing of a group of concluding students of a pedagogy course in the matutinal period of a private institution in the district of São Paulo, by means of their narratives presented in the form of a written production exercise. Besides the students, the university professors were heard about their impressions of the students’ difficulties with reading and writing. Were used as Theoretical contributions Pierre Bourdieu, Roger Chartier, Luiz Percival Leme Britto, Angel I. Pérez Gómez. The data collection included: a) written production exercise application for a group of 25 fifth semester students of a pedagogy course, with an instrument composed of two parts: in the first one, a questionnaire, whose questions were aimed at tracing the students’ social-cultural-economic profile and, in the second part, a textual production paper about their experience in the higher education, explaining the main difficulties related to writing and reading, how have overcome them, what the university and the professors have made in order to help them, and a text interpretation; b) Questionnaire applied to four course professors (3 women and 1 men) about such difficulties. The data was organized in summary information tables. The obtained results suggest that the students, subjects of this research, conclude the course with a low level of reading and writing. This problem occurs on account of several factors, including: the socio-economic-cultural profile; failure and gaps in basic education related to literacy; social programs and the expansion of the vacancies in high education permitting the access of new students, whose capital cultural level is incompatible with the demands of an academic course; furthermore, the lack of preparation on the university and the professors to deal with the difficulties brought by these students related to the use of Portuguese language / Esse trabalho pretendeu investigar e analisar as dificuldades em leitura e escrita de um grupo de alunas concluintes de um curso de Pedagogia no período matutino de uma instituição privada do município de São Paulo, por meio de suas narrativas apresentadas na forma de um exercício de produção escrita. Além das alunas foram ouvidos os professores universitários a respeito de suas impressões sobre as dificuldades das alunas com a leitura e a escrita. Foram utilizados como aportes teóricos Pierre Bourdieu, Roger Chartier, Luiz Percival Leme Britto, Angel I. Pérez Gómez. A coleta de dados incluiu: a) aplicação de um exercício de produção escrita para uma turma de 25 alunas de quinto semestre de um Curso de Pedagogia, com instrumento composto de duas partes: na primeira parte, um questionário, cujas questões tiveram por objetivo traçar o perfil socioeconômico-cultural das alunas e, na segunda parte, um trabalho de produção de texto sobre sua experiência no ensino superior, explicitando as principais dificuldades em relação à leitura e à escrita, como fez para superá-las, o que a universidade e os professores fizeram para ajudá-las, além de um exercício de leitura e interpretação de texto; b) Questionário aplicado a três professoras e um professor do Curso sobre tais dificuldades. Os dados foram organizados em quadros-síntese de informações. Os resultados obtidos sugerem que as alunas, sujeitos desta pesquisa, concluem o curso com um baixo nível de domínio de leitura e escrita. Esse problema acontece pela somatória de vários fatores, que incluem: o perfil socioeconômico-cultural; falhas e lacunas na educação básica em relação à alfabetização; programas sociais e ampliação da oferta de vagas no ensino superior permitindo o acesso de um novo público com um nível de capital cultural incompatível com as demandas de um curso universitário; além do despreparo da Universidade e dos professores para lidar com as dificuldades trazidas por esse público em relação ao uso da Língua Portuguesa