Syftet med mitt arbete är att undersöka högläsningens roll i barns sätt att lära sig läsa och förstå vad läsning innebär. Många föräldrar läser sagor för sina barn kanske utan att tänka på den positiva inverkan det har. Det är just dessa faktorer jag vill lyfta fram. Genom litteraturstudier och intervjuer framkommer det att högläsning har en märkbar påverkan på ett barns förmåga att lära sig läsa. Genom att iaktta läsarens samspel med t.ex. en bok eller tidning kan ett barn komma underfund med att dessa föremål innehåller något som väcker läsarens intresse. Barnet kan observera läsaren interaktion med boken och texten vilket ger barnet en läsmodell eller förebild att följa. Högläsning tillsammans med ett eller flera barn ger också möjlighet för barnen att utöka sitt ordförråd samt att diskutera både texter och för dem okända ord. Just i detta syfte kan gruppens storlek ha olika påverkan. / The purpose with my essay is to explore the role of reading aloud in children’s way of coming to terms with what reading is. Many parents might read stories for their children without realizing its positive influence. These are the aspects I would like to address. Through literature studies as well as interviews it shows that where is a noticeable deferens between children that have or have not been read to in their ability to learn how to read. Through observing the readers interaction with for example a book or a paper the child can realize that these objects contain something of interest to the reader. The child can note the reader’s interactions with the book or a text which provides the child with a foundation in its understanding of what reading is and the child also gets a role model. When you read aloud to one or several children, it also gives them the opportunity to expand their vocabulary and furthermore to discuss both different texts and to them unknown words. For this particular reason the size of the group might have different affects.

Den här uppsatsen handlar om vilket synsätt pedagoger, skolledning och den politiska nivån har på elever med läs- och skrivsvårigheter. För att ta reda på rådande synsätt på dessa elever har vi valt att göra en kvalitativ respondentintervju med sex pedagoger, två skolledare samt två personer från stadsdelsförvaltning. För att ta reda på vilket synsätt man har på elever med läs- och skrivsvårigheter. Vår studie syftar till att göra en empirisk undersökning för att skapa oss en bild om vilka rådande synsätt på elever med läs- och skrivsvårigheter som finns inom våra skolområden. Vi har studerat tidigare forskning och historik som kan ligga till bakgrund för rådande synsätt på elever med läs- och skrivsvårigheter. Genom att intervjua pedagoger, skolledare och personal på stadsdelsnivå har vi fått svar på vår problemformulering. Vårt resultat, med stöd från tidigare forskning, visar på att synsätt på elever med läs- och skrivsvårigheter är under ständig förändring, påverkas av kompetens och kunskap i ämnet, samt att synsättet kan delas in två huvudgrupper. This research examines within which way pedagogues, school management and people on political level look upon children with reading and writing difficulties. To find out we have chosen to conduct a qualitative interview with six pedagogues, two headmasters and two employees at the City administration. In order to create a picture of how children with reading and writing difficulties are looked upon, our study aims to do an empirical study. We have gone through existing research and history that underlie the existing perspective on children with reading and writing difficulties. By interviewing pedagogues, headmasters and employees on political level, our questions have been answered. Our result, with support from existing research, clearly shows that the view on children with reading and writing difficulties is constantly changing depending on the competence and knowledge within the area. Also, we have found that the view is divided in to two main groups.

SAMMANFATTNING: Läs- och skrivsvårigheter/dyslexi - En studie om hur elever inom de gymnasiala yrkesförberedande programmen med läs- och skrivsvårigheter/dyslexi upplever sin studiesituation. Uppsatsen är ett resultat av vår undersökning gällande vad begreppet dyslexi innebär, tidigare och nuvarande forskning inom området, hur gymnasieelever med läs- och skrivsvårigheter/dyslexi upplever sin studiesituation samt hur lärarna anpassar sin undervisning för elever med dessa svårigheter. Vi har även undersökt om elever och lärare har kännedom om de kompensatoriska hjälpmedel som finns till deras förfogande på ett gymnasialt yrkesförberedande program i en gymnasieskola i Sverige.

This study is about inmates, who reflect upon their time in school, their experiences of school and how different things have influenced and affect them later in life. The aim with this study is to examine how different kinds of school related issues have affected the inmates in different ways. The aim is also to look at how school can spot in early years, children within the danger zone and provide for those children, so that they can be helped in different ways and so that they can be able to achieve different in life, not to end up becoming criminals later in life. The main questions in this study are: How did the chosen inmates experience their time in school? Can you by looking at research tell that these persons already in their childhood were children within the danger zone? What kind of school related issues could have contributed to a criminal lifestyle later in life? The result of this study shows that all five have been children within the danger zone. In all five cases there have been school related issues that have affected those men. Issues such as; truancy, bullying, school defection, difficulties of concentrating and reading- and writing disorders. Issues which are to be seen as issues that could lead to a criminal lifestyle later in life.

Syftet med den här studien har varit att lära känna skolsystemet i utvecklingslandet Tanzania för att kunna ge en bild av vilka möjligheter lärare där har att stödja elever med läs- och skrivsvårigheter. För att bättre förstå under vilka premisser lärare i Tanzania arbetar har vissa jämförelser gjorts med svenska förhållanden. Genom att studera Tanzanias policydokument har jag fått en bild av hur Tanzanias regering vill att den tanzaniska skolan ska se ut. Frågan är om den bilden stämmer överrens med den bild lärare i Tanzania ger. För att ta reda på det åkte jag till Tanzania där jag genomförde intervjuer i grundskolor och på ett universitet där man utbildar specialpedagoger/speciallärare. Som kom-plement svarade några andra lärare i Tanzania på en enkät som handlade om hur de ser på barn med läs- och skrivsvårigheter och på sina möjligheter att stödja dessa barns utveckling. Samma enkät dela-des ut till några lärare i Sverige. På så sätt fick jag en kontrasterande bild att spegla de Tanzaniska förhållandena i. På många sätt har lärare i Sverige och i Tanzania väldigt olika förutsättningar. Men det finns även likheter. Både i Sverige och i Tanzania upplever lärare att kraven från statligt håll är svåra att uppfylla och i båda länderna finns det många hängivna lärare som vill jobba för att kunna hjälpa alla barn till en god utbildning. / The aim of this study has been to learn more about the school system in the developing country of Tanzania in order to give an idea of what opportunities there are for teachers in Tanzania to support students with dyslexia. For a better understanding of the premises teachers in Tanzania have some comparisons with Swedish conditions been made. By studying the Tanzanian policy documents I have got a picture of how the government of Tanzania want the Tanzanian school to be. The question is whether that image is in compliance with what teachers in Tanzania can give. To find out, I went to Tanzania where I conducted interviews in primary schools and at a university where they train special needs teachers. As a complement a few other teachers in Tanzania answered a questionnaire about how they look at children with reading and writing difficulties and how they experience their opportunities to support these children's development. The same questionnaire was distributed to some teachers in Sweden. In this way I got a contrasting picture that I could use to reflect the Tanzanian situation. In many ways, teachers in Sweden and in Tanzania have very different conditions. But there are also similarities. Both in Sweden and in Tanzania teachers experience that the requirements of the governments are difficult to encounter and in both countries there are many dedicated teachers who wish to help all children to get a good education.

Author: Elisabeth Wahlberg   Title: “…I’ll just get mum to help me” About Young Adults’ Strategies for Coping with Reading and Writing Difficulties in Daily Life     This study investigated how seven young adults, who during senior high school underwent a syllable based intervention due to reading and writing difficulties, developed their literacy skills, and what strategies they used to try to overcome reading and writing problems, whether at work, during studies or in their leisure time. The period from when the participants had left school ranged between three and eight years. Qualitative as well as quantitative data was compiled for the study. Qualitative data consisted of  semistructured interviews and quantitative data of tests performed before the intervention and on two occasions after, in order to compare results over time. The study was a longitudinal case study with a phenomenological lifeworld approach and looked to increase awareness of the realities of living with reading and writing difficulties. It analysed how the participants dealt with their problems and what strategies they employed, in order to overcome them. Study results showed that even as participants improved their literacy skills compared to pre-intervention, reading and writing remained an issue. All participants were forced to adjust to the fact that they were affected in their daily lives, whether in choice of career or further education, or more everyday tasks involving reading and writing and also the inclination to read for pleasure. They avoided to expose their shortcomings if at all possible. Still, the participants all strived to tackle their reading and writing problems by applying elements from the syllable based intervention in conjunction with inventing individual strategies.

Abstract The purpose of this essay is to increase the knowledge of which strategies students with reading and writing disabilities or dyslexia use to learn in secondary school. The study aims to examine the following questions: Which coping strategies do students with reading and writing disabilities use in their studies? How can remedial teachers support students with reading and writing disabilities in their learning process? The study consists of two interviews with a total of three hours recorded material made with a secondary school teacher who teaches Swedish and English. The teacher has experiences of reading and writing disabilities herself but also from teaching students with dyslexia. The interviews are constructed into a lifestory describing experiences of reading and writing disabilities in school, during teacher training and as a teacher. The study shows limitations in the possibility to draw general conclusions form the data since there is only one informant participating. On the other hand its strength is the opportunity to illustrate unique and detailed experiences in a life characterized by difficulties to learn reading and writing. The results of the study shows that strategies used by girls with a high capacity for studies though they have reading and writing disabilities or dyslexia, also can prevent the discovery of their difficulties until secondary school or even later. It seems like these difficulties can contribute to a low self-esteem even as an adult which shows the importance of an early intervention. The results also implies that by teaching phonologic awareness, decoding and ortographic reading, young adults and adults still can improve their language skills. To increase the knowledge of and the understanding for these students might be a task for a remedial teacher in secondary school. / Syftet med denna studie är att öka förståelsen för inlärningssituationen för elever med läs- och skrivsvårigheter/dyslexi på gymnasiet. Studien försöker besvara följande frågeställningar:   Vilka strategier använder elever i läs- och skrivsvårigheter för att klara av sina studier? Hur kan man som speciallärare stödja inlärningsprocessen för elever i läs- och skrivsvårigheter? Studien bygger på två intervjuer med en sammanlagd inspelad intervjutid på tre timmar som gjorts med en gymnasielärare i svenska/engelska. Läraren har erfarenheter av läs- och skrivsvårigheter både för egen del och hos elever som läraren kommit i kontakt med i sitt yrke. Intervjuerna har konstruerats till en kronologisk och tematiskt utformad livsberättelse som handlar om lärarens erfarenheter av läs- och skrivsvårigheter under sin skolgång, lärarutbildning och som yrkesverksam lärare.  Med ett begränsat urval av informanter så gör studien inga anspråk på att presentera generaliserbara resultat utan belyser istället det unika i en persons erfarenheter. Det framkommer i livsberättelsen att strategier som duktiga och ambitiösa flickor med läs- och skrivsvårigheter/dyslexi använder för att klara av sina studier, också kan hjälpa till att dölja svårigheterna väldigt långt upp i åldern. Ett sent upptäckande av läs- och skrivsvårigheter verkar också bidra till ett dåligt självförtroende som vuxen vilket indikerar vikten av att uppmärksamma tecken på svårigheter på ett tidigt stadium. Resultaten antyder också att man genom undervisning kan öka fonologisk medvetenhet, avkodning och ortografisk läsning även som ungdom eller vuxen. Att öka kunskapen om och förståelsen för denna elevgrupp skulle kunna vara en arbetsuppgift för en speciallärare på gymnasiet.

Syftet är att se om det finns något samband mellan elevers läs- och skrivsvårigheter och matematik i årskurs 4-6 samt att se i vilket sammanhang de eventuella problemen synliggörs. Arbetets resultat grundar sig i matematiktester som är konstruerade utifrån frågeställningen ”Vad är det inom matematikämnet elever med läs- och skrivsvårigheter kan få svårigheter med?”. Resultatet visar att läs- och skrivsvaga elever i vissa fall kan ha brister inom matematikens problemlösningsområden och även inom algoritmområdet. Elever med läs- och skrivsvårigheter brister i dessa matematikdelar på grund av brister i läsflytet, svårigheter med begreppsförståelse, komprimerat språk och brister i korttidsminnet.

In this essay, I have examined what has been studied and presented in the theory of ICT in schools. I have based my theory on Arne Trageton’s book Att skriva sig till läsning – IKT i förskoleklass och skola (2005) and theories on children’s reading and writing development. The purpose of this study is to determine how teachers and children experience teaching with Trageton’s ICT-based model Att skriva sig till läsning and whether the model is beneficial for children's first reading and writing. Through qualitative interviews with two pedagogues from the same school and some children from first grade, I have received answers to my two questions: How do pedagogues and children experience ICT-based teaching in the context of children's first reading and writing? How do pedagogues experience the reading and writing development in first- and second-language students when using ICT-based teaching? The results showed that both pedagogues and children were positive about the model in which the computer was used as a writing tool in learning to read and write. The teachers felt that the model was suitable for all children according to their conditions. The children saw the writing as very enjoyable. For the ICT-based teaching to work properly, the technology has great significance. The usage of computers is not a problem for neither the pedagogues nor the children. Access to computers is perceived as the reason why there are only two scheduled ICT-based lessons a week

This work concerns children with reading- and writing difficulties/dyslexia. My purpose is to investigate the practical experience of teachers as well as their everyday work with these children. My questions are: How do teachers work with children aged 4-9 who have reading- and writing difficulties/dyslexia? Which various teaching aids exist for children who have reading- and writing difficulties/dyslexia? Which subjects are affected by reading- and writing difficulties/dyslexia? To answer the above questions I have used the qualitative method. I have performed interviews and observations. Previous research has shown that reading- and writing difficulties/dyslexia is one of our most common disabilities. It is present in all classes. There is also a discussion if reading- and writing difficulties and dyslexia are the same thing or not. Early support is important for children with reading- and writing difficulties/dyslexia. My conclusion is that the educating system does many things to help children with reading- and writing difficulties/dyslexia by the use of supporting methods, teaching aids, special educators, attitude, motivation and cooperation with parents. Examples of teaching aids are computer software and speech synthesis. Finally I have seen that reading- and writing difficulties/dyslexia actually do affect all subjects.