The purpose of this study is to compare methods and working materials that a number of Swedish and Turkish educators are using in order to teach reading skills in first grade. It also aims to examine how educators stimulate students’ interest in reading. The study is based on four interviews with teachers from both Sweden and Turkey, where they all teach in first grade. Differences and similarities in the answers from the interviews are compiled in a table. The results of the study shows that the educators uses several different methods in order to teach reading skills. We can also see in this study is that the methods that the educators choose to work with is not essential for the result. It is the competence of the educators that is the most important object to teach reading skills. The results also shows that the process of learning to read in Sweden and Turkey do not differ significantly from each other. It was found that almost all educators uses reading books, books letter, reading for home works and reading aloud in reading lesson. The study also shows that the biggest difference between Turkey and Sweden in way of teaching reading skills is the curricula for the reading skills.

<p>Abstract</p><p>The purpose of this study is to analyse the reading- and writing-approaches: the LTG-method and the whole language-theory. The attention is to perform a comparative literate-study to distinguish their similarities and differences, and examine which one of the approaches that is most clearly anchored in the syllabus of the subject Swedish. The starting-point of the study is the questions: Which similarities respectively differences have the LTG-method and the whole language-theory? Which one of these theories is most clearly anchored in the syllabus of the subject Swedish? The study has shown that both the whole language-theory and the LTG-method can anchor in the syllabus for Swedish. However the whole language-theory has stronger hold in the syllabus, as the whole language emphasises the meaning of literature for reading- and writing-learning, and considers the pupils reflection during their learning-process and conquered knowledge-goal. The whole language-theory and the LTG-method have a number of similarities and emanate from similar influences. Finally I insinuate that the LTG-method could be a part or a direction under the parasol of the whole language-theory.</p> / <p>Sammandrag</p><p>Syftet med studien är att studera läs- och skrivlärorna LTG-metoden och whole language-teorin. Avsikten är att utföra en komparativ litteraturstudie, för att urskilja de bådas likheter och olikheter, samt undersöka vilken av dem som är tydligast förankrad i kursplanen för svenska. Studiens utgångspunkt är frågeställningarna: Vilka likheter respektive skillnader har LTG och whole language-teorin? Vilken av dessa teorier finns tydligast förankrad i kursplanen för svenska? Studien har visat att såväl whole language-teorin som LTG-metoden kan förankras i kursplanen för svenska. Dock har whole language-teorin starkare fäste i kursplanen, då whole language-teorin betonar litteraturens betydelse för läs- och skrivinlärning, samt behandlar elevernas reflektion under deras inlärningsprocess och erövrade kunskapsmål. Whole language-teorin och LTG-metoden har en rad beröringspunkter, samt utgår från liknande influenser. Slutligen antyder jag att LTG-metoden skulle kunna vara en del eller en riktning under whole language-teorins parasoll.</p>

Abstract The purpose of this study is to analyse the reading- and writing-approaches: the LTG-method and the whole language-theory. The attention is to perform a comparative literate-study to distinguish their similarities and differences, and examine which one of the approaches that is most clearly anchored in the syllabus of the subject Swedish. The starting-point of the study is the questions: Which similarities respectively differences have the LTG-method and the whole language-theory? Which one of these theories is most clearly anchored in the syllabus of the subject Swedish? The study has shown that both the whole language-theory and the LTG-method can anchor in the syllabus for Swedish. However the whole language-theory has stronger hold in the syllabus, as the whole language emphasises the meaning of literature for reading- and writing-learning, and considers the pupils reflection during their learning-process and conquered knowledge-goal. The whole language-theory and the LTG-method have a number of similarities and emanate from similar influences. Finally I insinuate that the LTG-method could be a part or a direction under the parasol of the whole language-theory. / Sammandrag Syftet med studien är att studera läs- och skrivlärorna LTG-metoden och whole language-teorin. Avsikten är att utföra en komparativ litteraturstudie, för att urskilja de bådas likheter och olikheter, samt undersöka vilken av dem som är tydligast förankrad i kursplanen för svenska. Studiens utgångspunkt är frågeställningarna: Vilka likheter respektive skillnader har LTG och whole language-teorin? Vilken av dessa teorier finns tydligast förankrad i kursplanen för svenska? Studien har visat att såväl whole language-teorin som LTG-metoden kan förankras i kursplanen för svenska. Dock har whole language-teorin starkare fäste i kursplanen, då whole language-teorin betonar litteraturens betydelse för läs- och skrivinlärning, samt behandlar elevernas reflektion under deras inlärningsprocess och erövrade kunskapsmål. Whole language-teorin och LTG-metoden har en rad beröringspunkter, samt utgår från liknande influenser. Slutligen antyder jag att LTG-metoden skulle kunna vara en del eller en riktning under whole language-teorins parasoll.

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.