Il s'agit d'examiner les médiations langagières déclenchées par l'introduction d'oeuvres d'art picturales et photographiques dans un dispositif pédagogique universitaire de français comme langue étrangère de niveau avancé et d'étudier leurs apports en termes langagiers et translangagiers, à la lumière d'un cadre théorique transdisciplinaire, prenant en compte les travaux à la fois du socioconstructivisme, de l'émergentisme et de l'approche énactive. Cette forme de recherche-action, menée auprès de quatre groupes d'étudiants plurilingues et pluriculturels de niveau avancé, interroge les modalités de la réception esthétique de l'oeuvre d'art dans un contexte social académique d'apprentissage et propose une approche didactique multimodale, prenant appui aussi bien sur les interactions verbales, sur la production orale en continu et sur le recours à la production écrite. Elle met en exergue l'impact contextuel et situationnel sur les manifestations corporelles et sur la verbalisation des réactions esthétiques, d'ordre esthétique, émotionnel et évaluait devant l'oeuvre d'art, en se fondant sur les outils développés par le courant disciplinaire de l'analyse de discours. Enfin, elle analyse le rôle des médiations enseignante et apprenante à l'oeuvre, pour montrer dans quelle mesure, celles-ci, lorsqu'elles s'inscrivent dans une approche plus expérientielle, sont susceptibles à la fois de développer des capacités langagières chez l'apprenant et de favoriser l'émergence d'une expérience langagière, interculturelle et esthétique au sein du dispositif. / This research aims at examining the language mediations stimulated by the introduction of paintings and photographs in a pedagogical environment of French as a foreign language of advanced level and at studying their contributions in language and translanguage terms in light of a transdisciplinary theoretical framework taking into account the works of socioconstructivism, of emergentism and the enactive approach. This research led with four groups of multilingual and multicultural students, within the framework of an action-research, questions the modalities of the aesthetic reception in an academic social context of learning and proposes a multimodal didactic approach which relies on verbal interactions, on continuous oral and written production. It enhances the contextual and situational impact on the body manifestations and on the verbalization of aesthetic reactions, that is to say reactions of aesthesia, emotions and aesthetic appreciation by relying on the tools developed by the disciplinary current of discourse analysis. Last but not least, it examines the role of teacher's and learner's mediation with the artistic object, to show to what extent they are likely to foster the emergence of language abilities for the learner and to promote a language, intercultural and aesthetic experience within the teaching context.

This research investigates the effects of a planned program of computer assisted instruction on reading and language development of fourth grade students. The purpose of the study was to determine the effectiveness of microcomputer usage in supplemental reading and language instruction. Fifty-one matched pairs of fourth graders completed the one school year study. A t test for related samples was used to analyze the data. Multiple linear regression was used to allow a more detailed review of the basic data, including gender and entering ability. The findings include the following. 1. Post test scores for total reading or total language on the Comprehensive Test of Basic Skills of the experimental group did not differ significantly from the scores of the control group. 2. The incremental differences in the post test scores for the boys or the girls in the experimental group did not differ significantly from those of the boys or the girls in the control group in either reading or language. 3. For students starting lower, toward the middle or higher on the Comprehensive Test of Basic Skills total reading or total language, the relative progress of the experimental group of any of the three groups did not differ significantly from those of the control groups. The general conclusion to be drawn from this study is that using prescribed software for thirty minutes a week did not significantly improve total reading or total language scores on the Comprehensive Test of Basic Skills. This study also indicates no significant differential effects on entering ability or gender. These recommendations were made. 1. More weekly computer time be utilized in further research. 2. Further evaluation of software as it relates to basic classroom curriculum for all levels of achievement should be studied. 3. Further study should be conducted on gender as it relates to C.A.I. in learning, including the possibility of using different software programs to reinforce the same skills for boys and girls.

L'implantation cochléaire permet aux enfants sourds profonds d'acquérir la parole et de développer leur compréhension du langage oral. Cependant, les équipes cliniques et les chercheurs soulignent l'existence de variabilités interindividuelles importantes dans les résultats obtenus après l'implantation, même lorsque celle-ci est précoce. L'objectif de notre travail a donc consisté à essayer de dégager des facteurs entrant enjeu dans le développement perceptif, communicatif et langagier des enfants implantés, en prenant en compte à la fois des variables endogènes et des variables exogènes. Pour ce faire, nous avons donc réalisé deux études monocentriques :1'une longitudinale chez 7 enfants âgés de 10 à 36 mois lors du bilan pré-implantation, rencontrés ensuite à 3, 6, 9 et 12 mois post-activation, l'autre transversale chez 26 enfants, âgés de 6 à 10 ans, porteurs d'un implant cochléaire depuis en moyenne 6 ans 2 mois. Plusieurs tests communément utilisés par les cliniciens et les chercheurs ont été proposés aux enfants et deux épreuves perceptives ont été spécifiquement créées pour cette étude. Nos deux études mettent en évidence que les résultats avec l'implant cochléaire chez l'enfant dépendent de caractéristiques présentes avant l'implantation (tels que l'âge, le niveau de développement pré-implantation, le type de communication...) et de facteurs cognitifs, communicatifs et perceptifs se développant après la mise en route de l'implant. Par ailleurs, nos résultats montrent, dans les deux études, que la participation familiale est un facteur crucial pour le bon développement langagier des enfants sourds porteurs d'un implant cochléaire. / Cochlear implantation allows profoundly deaf children to develop their production and their comprehension of oral language. However, clinicians and researchers highlight the existence of an important interindividual variability in post-implantation outcomes even in the case of early intervention. The aim of our work was then to bring out factors involved in the perception, communication, speech and language development of implanted children. Some endogenous variables (such as global development, verbal and non-verbal cognitive development, or age at implantation) and exogenous variables (such as environmental characteristics) were taken into account. Therefore, we performed two monocentric studies. The first, a longitudinal study, involved 7 children aged between 10 and 36 months at the pre-implantation assessment. They were evaluated every 3 months during the first year after implant activation. The second, a transversal study, involved 26 children aged between 6 and 10 years implanted since 6 years and 2 months on average. We proposed to the children several tests commonly used by clinicians and researchers and two perceptive tests designed for this present research. Both of our studies show evidence that cochlear implant outcomes depend on characteristics already present before implantation (such as age, pre-implantation development level, and communication type) and on cognition, communication and perception factors developed after the activation of the implant. Furthermore, our results show, in both studies, that family participation is a crucial factor for the strong linguistic development of profoundly deaf cochlear implanted children.

Dans cette étude, nous avons cherché à caractériser le profil linguistique et le développement d’une population portugaise d’enfants ayant une perturbation spécifique du développement du langage (TSDL) et à analyser, dans le contexte de la théorie de l’attachement, la façon dont ces enfants porteurs de TSDL utilisent la mère comme base sûre, en les comparant à des enfants sans perturbation du langage. D’un autre côté, nous avons étudié la valeur prédictive de l’attachement et des variables développementales dans les compétences linguistiques des enfants. Nous avons retenu comme sujets de notre recherche, 83 dyades mère/enfant, les enfants étant âgés de 4 /5 ans, partagés en deux groupes. À travers les diverses mesures du langage et du AQS (Waters, 1995), il a été possible de vérifier que ces enfants :1) présentaient à l’âge mental propre de la maternelle (préscolaire), des changements sévères du langage, bien que leurs profils soient très hétérogènes ;2) étaient surtout des garçons, d’un ratio de 3:1 ; 3) révèlent une qualité de sécurité de l’attachement à la mère, inférieure comparativement à leurs pairs sans changement au niveau du langage, ainsi que moins de comportements d’attachement, telles que l’interaction douce, la proximité et le contact physique avec la mère.Nous avons également vérifié que l’attachement et les variables de consommation maternelle de tabac pendant la grossesse, la relation avec les amis et les antécédents familiaux de perturbation du langage sont des prédicteurs des difficultés linguistiques de ces enfants, ainsi que des durées d’acquisition du langage, ce qui explique une variance entre 7% et 21%. / This study aims to characterize the linguistic and developmental profile of a population of Portuguese-speaking children with specific language impairment (SLI) and analyze, within the context of attachment theory, how the SLI child uses his mother as a secure base, compared to children without language disorders. In the other eAs a final point, we tried to study the predictive value of attachment and developmental variables in the language skills of children. The participants of our study were 83 mother-child dyads (children aged 4-5 years), divided into two groups. Through various measures of language and AQS (Waters, 1995), we found that these children: 1) present, in pre-school age, severe alterations of language, though their profiles are very heterogeneous; 2) are mostly boys, with a ratio of 3:1; 3) show a lower quality of attachment security, when compared with their peers without language alterations, as well as less attachment behaviors, such as smooth interaction, proximity and physical contact with the mother. It was also found that attachment and tobacco use, relationship with friends and family background are predictors of the linguistic difficulties of these children, as well as of language acquisition timing, explaining 7% to 21% of the variance.

The purpose of this study is to determine whether todays educators, particularly in the lower classes do in fact read aloud in students' everyday life, and if the recital then is being utilised in another teaching opportunity. I therefore intend to seek an understanding of how teachers regard the affect that reading aloud has on the development of students.  To this end, I chose to use a survey of both quantitative and qualitative nature. The theoretical starting point is the sociocultural perspective that clarifies the role of both reading aloud and language, and subsequently the influence it has on students' development.  The summarised result of this work represents how educators in both lower- and middle-classes, to a large extent, use reading aloud, and the instantaneous feedback is the primary way to relate to it. The research survey conducted by PIRLS in 2011 showed a decline in reading comprehension about factual texts, but only a few participants expressed that they were actively working with factual texts in their reading.  Furthermore, the results showed a clear understanding of the importance of reading aloud for the students´ development in many areas such as language development and identityformation. Without mentioning the curriculum by word, the participants recount how they implement reading aloud in the students´ everyday lives in a multifaceted way to help students reach the knowledge requirements for 3rd grade. / Sammanfattning Syftet med denna studie är att ta reda på huruvida dagens pedagoger i främst de lägre klasserna använder sig av högläsning i elevernas vardag samt om högläsningen implementeras i övriga ämnen. Jag ämnar således söka förståelse för hur lärare ser på högläsningens roll för elevers utveckling. För att ta reda på detta valde jag att använda mig av en enkätundersökning av både kvantitativ och kvalitativ art. Den teoretiska utgångspunkten är det sociokulturella perspektivet som tydliggör högläsningens och språkets roll och påverkan för elevers utveckling. Det kortfattade resultatet utav detta arbete visar hur pedagoger från både låg- och mellanstadiet använder sig av högläsning i hög utsträckning och den snabba, direkta återkopplingen är det primära sättet att relatera tillbaka till den. Forskningsundersökningen som gjordes 2011 av PIRLS visade på sjunkande läsförståelse kring faktatexter likväl var det enbart ett fåtal deltagare som uttryckte att de aktivt arbetade med faktatexter i sin högläsning. Vidare visade resultaten på en tydlig förståelse för högläsningens viktiga roll för elevernas utveckling inom många områden såsom språkutveckling och identitetsbildande. Utan att nämna läroplanerna i ord, berättar deltagarna hur de implementerar högläsning i elevernas vardag på ett mångfacetterat sätt för att hjälpa eleverna att nå kunskapskraven till årskurs 3.

L'objectif de cette thèse est d'étudier le développement du système lexico-sémantique chez les enfants monolingues et bilingues. La question posée est la suivante : quand et comment les significations des mots commencent à être reliées entre elles et à s'intégrer dans un système sémantique interconnecté. Dans un premier temps, trois études ont été menées chez des enfants monolingues français. L'Etude 1, a pour but d'observer si les mots sont organisés selon des liens taxonomiques (e.g., cochon - cheval). L'Etude 2 explore si l'effet d'amorçage sémantique est sous-tendu par des mécanismes cognitifs, comme les processus d'activation automatique et contrôlé. Puis enfin, l'Etude 3 observe si les mots sont organisés en fonction de leur distance de similarité sémantique (e.g., vache - mouton versus vache - cerf). Dans un deuxième temps, deux études ont été conduites chez des enfants apprenant deux langues simultanément. L'Etude 4 vise à déterminer si les mots sont taxonomiquement liés dans chacune des langues. L'Etude 5 explore si les mots présentés dans une langue activent leurs représentations sémantiques dans l'autre langue et vice versa. Dans le but de répondre à ces questions, le traitement lexico-sémantique a été étudié en utilisant deux techniques : l'eye-tracking et les potentiels évoqués (PEs). Ces deux techniques enregistrent lors de la présentation des mots des réponses comportementales (Etude 3) et neuronales (Etude 1, 2, 4 et 5) de haute résolution temporelle. Les Etudes 1 et 2 montrent que chez les monolingues les mots sont liés taxonomiquement à l'âge de 18 et 24 mois. Durant le développement du langage, les deux processus d'activation automatique et contrôlé sont impliqués dans le traitement des mots (Etude 2). L'Etude 3 montre qu'à 24 mois, les mots sont organisés dans le système lexico-sémantique en développement selon la distance des similarités sémantiques. L'Etude 4 montre que chez les enfants bilingues, le traitement sémantique ne diffère pas selon les deux langues, mais la topographie des PEs varie selon la langue traitée. L'Etude 5 montre que les mots présentés dans une langue activent leurs représentations sémantiques dans la deuxième langue et vice versa. Toutefois, la topographie des PEs est modulée selon la direction de traduction. Ces résultats suggèrent que l'acquisition de deux langues, bien qu'elle soit très précoce, requière deux ressources neuronales bien distinctes, sous-tendant ainsi le traitement lexico-sémantique des langues dominante et non-dominante. / The present doctoral research explored the developing lexical-semantic system in monolingual and bilingual toddlers. The question of how and when word meanings are first related to each other and become integrated into an interconnected semantic system was investigated. Three studies were conducted with monolingual French learning children which aimed at exploring how words are organized, that is, according to taxonomic relationships (e.g., pig - horse) and to semantic similarity distances between words (e.g., cow - sheep versus cow - deer), and whether cognitive mechanisms, such as automatic activation and controlled processes, underlie priming effects. An additional two studies conducted with children learning two languages simultaneously, aimed at determining, first, whether taxonomically related word meanings, in each of the two languages, are processed in a similar manner. The second goal was to explore whether words presented in one language activate words in another language, and vice versa. In an attempt to answer these questions, lexical-semantic processing was explored by two techniques: eye-tracking and event-related potentials (ERPs) techniques. Both techniques provide high temporal resolution measures of word processing but differ in terms of responses. Eye-movement measurements (Study III) reflect looking preferences in response to spoken words and their time-course, whereas ERPs reflect implicit brain responses and their activity patterns (Study I, II, IV, and V). Study I and II revealed that words are taxonomically organized at 18 and 24-month-olds. Both automatic and controlled processes were shown to be involved in word processing during language development (Study II). Study III revealed that at 24-month-olds, categorical and feature overlap between items underpin the developing lexical-semantic system. That is, lexical-items in each semantic category are organized according to graded similarity distances. Productive vocabulary skills influenced word recognition and were related to underlying cognitive mechanisms. Study IV revealed no differences in terms of semantic processing in the bilinguals¿ two languages, but the ERP distribution across the scalp varied according to the language being processed. Study V showed that words presented in one language activate their semantic representations in the second language and the other way around. The distribution of the ERPs depended, however, on the direction of translation. The results suggest that even early dual language experience yields distinct neural resources underlying lexical-semantic processing in the dominant and non-dominant languages during language acquisition.

An open question in autism research is how to assess language abilities in this population. We investigated language development in monolingual and bilingual children with varying degrees of autism, ages 3 to 9, with the aim of better understanding vocabulary comprehension. Two different methodologies were used: the Receptive One-Word Picture Vocabulary Test (ROWPVT) and eye-tracker technique. We examined whether the eye-tracker could help in the assessment of these children because it does not require the child to point during the test. Four typically developing control children, 14 monolingual English children with moderate/mild autism, and 4 children (2 monolingual English, 2 bilingual Spanish/English) with severe autism were tested and the results of the ROWPVT test were compared to the eye-tracker results. Interestingly, bilingual children with severe autism had better results using eye-tracker than the traditional ROWPVT test. These results suggest that these children know more vocabulary than traditional test measures indicate.

O objetivo deste estudo foi verificar a eficácia de instrumentos para a investigação das habilidades pragmáticas de crianças com distúrbios do espectro do autismo através da aplicação e comparação de três perspectivas: relatos de interlocutores familiares (IF), da análise de segmentos de comunicação espontânea (CE) e da aplicação de um teste específico (TE). Foram sujeitos dessa pesquisa 30 crianças em atendimento no Laboratório de Investigação Fonoaudiológica nos Distúrbios do Espectro do Autismo da Faculdade de Medicina da USP, com diagnósticos incluídos no espectro do autismo, que usam predominantemente o meio verbal para a comunicação, com idades entre três e oito anos e em atendimento com a mesma terapeuta há, pelo menos, seis meses. Foram aplicados quatro protocolos dentro das três perspectivas consideradas: o Perfil Funcional da Comunicação (PFC) - CE - o Perfil Funcional da Comunicação - Checklist (PFC-C) - IF - o Functional Communication Profile - Revised-reduzido (FCP-Rr) - IF e CE - e o Test of Pragmatic Skills (ToPS) - TE. Os protocolos foram comparados entre si e também foi realizada a análise de correlação com o ToPS. Os resultados indicaram que as respostas obtidas nos protocolos foram equivalentes tanto na perspectiva das respostas - as respostas das terapeutas foram equivalentes nos dois questionários - quanto na perspectiva dos protocolos - o PFC foi equivalente ao PFC-C e o FCP-Rr em relação às duas formas de aplicação. Em relação ao ToPS, os resultados evidenciados a partir do Escore Médio Composto e do percentil, determinados de acordo com a proposta original do teste, mostraram concordância entre os instrumentos em relação à análise de correlação. Além disso, foi possível observar que a concordância entre os protocolos aumenta nos extremos de severidade; ou seja, em casos onde a severidade é mais leve ou mais severa, os protocolos concordam mais; os casos mais intermediários ficam menos evidenciados nos protocolos. A análise comparativa de instrumentos que avaliam as mesmas variáveis, porém, sugere que formas de aplicação diferentes são de grande valia para a prática clínica fonoaudiológica, principalmente no que se refere à inserção do fonoaudiólogo nos serviços de saúde brasileiros de acordo com o tempo e possibilidades para crianças com diagnóstico ou em investigação para os distúrbios do espectro do autismo. A comparação do uso do ToPS em relação à interatividade no PFC e no PFC-C e em relação a severidade no FCP-Rr (IF e CE) mostrou que o instrumento pode ser de grande utilidade para a análise e avaliação complementar, não substituindo o uso dos protocolos; porém parece ser efetivo para identificar alterações num curto período de tempo. Esses resultados mostram que outros estudos são necessários para identificar de forma qualitativa os prejuízos em linguagem / The purpose of this study was to verify the efficacy of instruments used on the investigation of pragmatic abilities of children with autism spectrum disorders through the application and comparison of the perspective of family, analysis of spontaneous communication segments and specific test. Thirty children in the LIF-DEA of FMUSP with diagnoses included in the spectrum of autism, who predominantly used the verbal medium for communication, aged between three and eight years and in attendance with the same therapist, six months. Four protocols were applied from three perspectives, the PFC, the PFC-C the PF-FCR - through the therapists\' responses and the observation of spontaneous situations and the ToPS. The protocols were compared to each other and correlation analysis was also performed with ToPS. The results indicated that the responses obtained in the protocols were equivalent both from the perspective of the responses - the therapists\' responses were equivalent in the two questionnaires - and from the perspective of the protocols - the PFC was equivalent to the PFC-C and the equivalent FCP-Rr in relation to the Two forms of application. In relation to ToPS the results evidenced from the EMC and the percentile determined according to the original proposal of the test showed agreement between the instruments in relation to the correlation analysis. In addition, agreement between protocols increases according to the extremes of severity, that is, in cases where the severity is mild or severe, the protocols agree more, the intermediate cases are less evidenced in the protocols. The comparative analysis of instruments that evaluate the same variables, however, suggests that different forms of application are of great value for the speech-language clinical practice, especially regarding the insertion of the speech-language pathologist in the Brazilian health services according to the time and possibilities for Children diagnosed or under investigation for autism spectrum disorders. The comparison of the use of ToPS in relation to the interactivity in the PFC and PFC-C and in relation to the severity in the PK-Rr (TP and OF) showed that the instrument can be of great effectiveness for the complementary analysis and evaluation, not replacing the Use of protocols; But appears to be effective in identifying changes over a short period of time. These results show that other studies are necessary to qualitatively identify the impairments in language

Studiens syfte är att bidra med kunskap om förskollärares uppfattningar om arbetet med appen Polyglutt vid högläsning för att främja barns språkutveckling. Förskollärarnas reflektioner kring användandet av Polyglutt och fysiska böcker studeras också. Genom att använda kvalitativa semistrukturerade intervjuer genomfördes studien med åtta legitimerade förskollärare från sju olika förskolor och en förskoleklass. Materialet analyserades med kvalitativ innehållsanalys. Resultatet visar att förskollärarna i studien arbetar förhållandevis lika med appen Polyglutt. Samtliga förskollärare anser att Polyglutt är ett utmärkt komplement till fysiska böcker men för skilda syften. Det framkommer att appen Polyglutt kan användas för att främja barns språkutveckling men att högläsning oavsett högläsningsform har en positiv inverkan på barns språkutveckling. En av slutsatserna som framkommer i studien är att förskollärares närvaro i högläsningen med Polyglutt och fysiska böcker är betydelsefull i arbetet med barns språkutveckling. En annan slutsats enligt förskollärarna är att reflektion och diskussion om bokens innehåll är av stor betydelse. En blandning av Polyglutt och fysiska böcker vid högläsning visar sig vara fördelaktigt i arbetet med barns språkutveckling enligt förskollärarnas uppfattningar. / The purpose of the study is to contribute with knowledge of preschool teachers' perceptions of the work with the app Polyglutt during reading aloud to promote children's language development. Preschool teachers' reflections on the use of Polyglutt and physical books are also studied. Using qualitative semi-structured interviews, the study was conducted with eight licensed preschool teachers from seven different preschools and one preschool class. The material was analyzed with qualitative content analysis. The results show that the preschool teachers in the study work relatively equally with the Polyglutt app. All preschool teachers believe that Polyglutt is an excellent complement to physical books but for different purposes. It appears that the Polyglutt app can be used to promote children's language development, but that reading aloud, regardless of the form of reading aloud, has a positive impact on children's language development. One of the conclusions that emerges in the study is that preschool teachers' presence in reading aloud with Polyglutt and physical books is important in the work with children's language development. Another conclusion according to the preschool teachers is that reflection and discussion about the book's content is of great importance. A mixture of Polyglutt and physical books when reading aloud proves to be beneficial in the work with children's language development according to the preschool teachers' perceptions.

Background: The school's mission is to promote the development and learning of all students and that special consideration should be given to those who have difficulty achieving the purpose of the studies. One way to find ways to support all learning is through conversations with special education teachers. According to the degree ordinance, the special education teacher with a specialization in language reading and writing development must be a qualified conversation partner regarding the same. My problem area is about the special education teacher's role as a qualified conversation partner and counsellor in matters of language, reading and writing development. The purpose of this work is to contribute knowledge about how some teachers, principals and special education teachers describe the special teacher's relational competence in the role of qualified conversation partner and advisor in matters of language, reading and writing development. Method in the study is semi-structured interviews of six respondents. Two special education teachers, two teachers and two principals. The interview results have been analyzed on the basis of Aspelin's (2018) analytics relational competence and on the basis of KoRP, the communicative relational perspective (Ahlberg, 1999). The results show that all respondents give examples of relational competence in the special education teachers. It also emerges that the special education teacher, in consultative conversations, is perceived as clear and structured. Half of the respondents feel that the conversations are important for the teaching of Swedish, and one of them states that he always makes changes in his teaching after the conversations. Conclusions: Both special teachers want to see more profound changes in the classroom after conversations. I see it as important that the special education teacher, with the support of the school management, is given the opportunity to develop their conversational role together with colleagues in continuing education. In different ways, the special education teacher's conversational role, for example through observations of classroom work and subsequent conversations, needs to be developed. The special education teacher’s importance as a conversation partner for language writing and reading development in school should be clarified and worked into the daily work at school. / Bakgrunden: Skolans uppdrag är att främja alla elevers utveckling och lärande och att särskild hänsyn ska tas till de som har svårt att nå målen. Ett sätt att utveckla former för att stödja alla elevers lärande är genom samtal med speciallärare. Enligt examensordningen ska specialläraren med inriktning mot språk- skriv-och läsutveckling vara en kvalificerad samtalspartner och rådgivare gällande detsamma. Mitt problemområde handlar om innebörden av speciallärarens roll som kvalificerad samtalspartner och rådgivare inom språk- skriv och läsutveckling. Syftet med detta arbete är att bidra med kunskap om hur några lärare, rektorer och speciallärare beskriver speciallärarens relationskompetens i rollen som kvalificerad samtalspartner och rådgivare i frågor om språk- skriv- och läsutveckling. Metod i studien är semistrukturerade intervjuer av sex respondenter. Två speciallärare, två lärare samt två rektorer. Intervjusvaren har analyserats utifrån Aspelins (2018) analysverktyg relationskompetens samt utifrån KoRP, det kommunikativa relationsinriktade perspektivet (Ahlberg, 1999). Resultaten visar att alla respondenter ger exempel på relationskompetens hos speciallärarna. Det framkommer även att specialläraren, i rådgivande samtal, upplevs som tydlig och strukturerad. Hälften av respondenterna upplever att samtalen har betydelse för undervisningen i svenska, och av dem är det en som uppger att han alltid gör förändringar i sin undervisning efter samtalen.Slutsatser: Båda speciallärarna önskar se mer djupgående förändringar i klassrummet efter samtal. Att specialläraren, med skolledningens stöd, får möjlighet att utveckla sin samtalsroll tillsammans med kollegor i fortbildningar ser jag som viktigt. På olika sätt behöver speciallärarens samtalsroll, t ex genom observationer av klassrumsarbete och därpå följande samtal utvecklas. Speciallärarens betydelse som samtalspartner för språk- skriv - och läsutveckling i skolan bör tydliggöras och arbetas in i det dagliga arbetet på skolan.