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The aim of this study is to examine how digital tools are used and perceived by students with dyslexia and their teachers within a number of English classrooms in the Swedish upper and lower secondary school. The study is based on five interviews. Two of the interviews were conducted with students from upper secondary school and three with teachers from lower and upper secondary school. The background section defines and describe terms such as dyslexia, ADD/ADHD and digital tools that are helpful for students with dyslexia. The method chosen for this paper is qualitative. The conclusion of this research paper is that the students’ and teachers’ perceptions of digital tools are mostly positive and that they find them helpful when it comes to coping with dyslexia.

<p> Benjamin Britten wrote five pieces for the viola, the most well-known being the <i>Lachrymae, Op. 48: Reflections on a song of Dowland</i> written in 1950 for the Scottish violist William Primrose. Britten&rsquo;s other viola works were composed in 1930-1932 and were written for himself to perform as the violist. They were not published until after his death and have only recently been available for purchase. The intent of this treatise is to help make these lesser-known works to be more accessible for instructors in order to teach these pieces to young advancing violists. For the purpose of this study, advancing violists may be defined as students who generally are in high school or college with well-developed techniques such as vibrato, shifting, spiccato, and bow control. </p><p> This document includes a short biography of Benjamin Britten along with a pedagogical analysis of the pieces <i>Reflection for Viola and Piano (1930), Elegy for Viola Solo (1930), Two Portrait (1930) No. 2</i>, and <i> There is a Willow Grows Aslant a Brook</i>. The author studied each piece and worked with a pianist to establish proper tempos and fingerings. For rhythmically challenging ensemble passages, the author created original exercises for piano and viola to be played together. The author also has created original exercises for practicing difficult passages and improving techniques such as shifting. Musical examples, with alternate bowing and fingerings, are also discussed in this study.</p>

In early years classrooms in Canada, children are often assessed for specific discrete skills in reading and writing, using tools such as running records and word lists. Through research with children, other tools are emerging to more fully help a teacher understand a child’s literacy practices, but the use of these tools requires a shift in ideology regarding literacy and learning. This thesis documents this shift from a more modernist theory of education and autonomous philosophy of literacy to a postmodernist view of education and an ideological view of literacy. Alternative tools for assessment and teaching of children in the form of a pedagogy of listening and pedagogical documentation are presented. Also, pedagogical documentation is used as a methodology for this study. This research suggests a shift in the way educators view children and their literacy practices, and in how they engage in research in the classroom.

In early years classrooms in Canada, children are often assessed for specific discrete skills in reading and writing, using tools such as running records and word lists. Through research with children, other tools are emerging to more fully help a teacher understand a child’s literacy practices, but the use of these tools requires a shift in ideology regarding literacy and learning. This thesis documents this shift from a more modernist theory of education and autonomous philosophy of literacy to a postmodernist view of education and an ideological view of literacy. Alternative tools for assessment and teaching of children in the form of a pedagogy of listening and pedagogical documentation are presented. Also, pedagogical documentation is used as a methodology for this study. This research suggests a shift in the way educators view children and their literacy practices, and in how they engage in research in the classroom.

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