The aim of this study is to contribute furthermore to understand the complexity of the process of learning to read and write in an inclusive environment. It focus on the syllable instead of the phoneme as a unit in this process which is not the most common way of doing it. The report is based on a qualitative analysis of this task in pre-school and grade one at a primary school in a small municipality. In the result, I have found, that the very structured working process and the diagnostic approach helps the teachers to understand on what level pupils are at. The pupils who start working this way in pre-school, feel safe knowing what is expecting from them and they also learn from each other. All pupils in grade one have, before w 45 in autumn term, very good letter knowledge and have learnt how to read words with two syllables with a consonant-wovel-structure. When pupils have difficulties in certain parts, the teachers can support them individually or in mixed small groups in or close to the classroom. In the theoretical studies, I have found out, that the syllable is a natural unit included in the spoken language and that it is a natural link between the spoken and written language. The pupils themselves draw the conclution about the relationship between letters and sounds which leads to a development of phonological awareness.