Detta är en kvalitativ studie med syftet att undersöka lärares uppfattningar om lässvårigheter i grundskolans tidigare år. Vidare syftar studien även till att undersöka hur lärare stödjer eleverna utifrån deras behov samt vilka tillvägagångssätt de använder sig av för att upptäcka lässvårigheter i tid. För att utföra studien har en kvalitativ intervju genomförts med sju verksamma lärare, varav en av dem är verksam i förskoleklass. Resultatet tyder på att det finns många faktorer som påverkar elevers lässvårigheter. Det kan bero på att elever inte har en fonologisk medvetenhet, saknar god ordavkodning eller saknar inre eller yttre motivation. Fortsättningsvis kan det även bero på att någon form av diagnos, så som dyslexi, påverkar elevens läsförmåga. En viktig faktor som tas upp i studien är att elevers problem med läsning aldrig ser likadana ut.  Alla behov ser olika ut och det är lärarens uppgift att hitta en lösning och kunna stödja elevernas fortsatta väg mot inlärning. Slutligen har ytterligare en viktig faktor framkommit av studien, nämligen att en lärare aldrig skall kunna bli överraskad över att en elev visar sig ha lässvårigheter. Det är snarare något de redan skall ha jobbat med för att upptäcka svårigheterna så tidigt som möjligt i undervisningen. / This is a qualitative study with the purpose of examining teachers’ perceptions of reading difficulties in elementary school. Furthermore, the purpose is to examine how teachers support their students based on their needs, as well as what different approaches they use to detect reading difficulties. To examine this, qualitative interviews have been performed with seven active teachers, one of them being active in elementary school. The result that emerged from the study is that there are many factors that affect students with reading difficulties. It can depend on the students not having a phonological awareness, lack of decent word decoding and/or lack of intrinsic or extrinsic motivations. Additionally, it can depend on a diagnosis, such as dyslexia, being involved. An important factor that is brought up in the study is that problems with students’ reading never look the same. Everyone’s needs are different, and it is the teachers’ duty to find a solution and support the students in their continued process of learning. Finally, another factor that has emerged through this study is the fact that a student’s reading difficulties should never come as a surprise as it ought to be the teachers aim to discover reading difficulties as early as possible.

In today’s school, reading difficulties are a common problem which must be attended to at an early stage for the good of the pupils. The aim of the study was to investigate how ten teachers describe their teaching strategies for pupils with reading difficulties in grades 1–3. Motivation is also examined as a central part of the study. To answer the questions posed by the study, interviews were conducted, compiled and analysed on the basis of sociocultural and motivation theories. Previous research serving as a foundation for discussion concerned early literacy, reading difficulties, perspectives on learning to read, and the teacher’s role. The conclusions that can be drawn from the results show that it is essential for the teacher to find the right level for all pupils, and the teacher should be there all the time as a support for pupils with reading difficulties. The teacher also needs to find a balance between inner and outer motivation so that the pupils will feel interested in reading.

In today's school and society homework is a controversial topic. Some teachers have completely abandoned work with homework, while others believe that homework is necessary. What about the reading homework at the primary school, how important is it? The Swedish school needs to work towards improving students’ readability and increase equivalence so that students’ school results are not depended on their soc io-econom ical background. Homework could be a way to improve the readability among students, but there is also a risk that it neg atively affects equality since all students do not have the same access to support at home. The purpose of the study is to describe why teachers choose to give or not to give reading homework, what the pros and cons they see with the homework are and if they find that the reading homework is different from other types of homework. In order to answer the question I studied earlier literature and research on the subject. I also chose to conduct qualitative interviews with six teachers teaching the subject of Swedish at primary school. The result shows that teachers disagreed with the issue of reading homework and its importance for learning. However, all teachers believe that the more students read, the more the students' readability develops. The advantages and disadvantages of reading homework raised in this study include, among other things, equivalence, time and students access to support. The result also shows that teachers find that the homework is different from other types of homework, for example, because reading is the foundation of many subjects. / I dagens skola är läxor ett omdiskuterat ämne. En del lärare har helt övergett arbetet med läxor, medan andra menar att läxor är nödvändiga för elevers kunskapsutveckling. Hur är det med läsläxan på lågstadiet, hur viktig är den? Den svenska skolan behöver arbeta med öka elevernas läsförmåga och stärka likvärdigheten så att elevers studieresultat inte är beroende av deras socioekonomiska bakgrund. Således skulle läsläxan kunna ses som ett sätt att stärka läsförmågan, men samtidigt finns också risken att den påverkar likvärdigheten negativt eftersom alla elever inte har samma tillgång till stöd hemma. Syftet med denna studien är att beskriva varför lärare på lågstadiet väljer att ge respektive inte ge läsläxa, vilka för och nackdelar de ser med läsläxan och om de upplever att läsläxan skiljer sig från andra typer av läxor. För att söka svar på frågan genomfördes kvalitativa intervjuer med sex behöriga lärare som undervisar i ämnet svenska på lågstadiet. Resultatet visar att lärarna är oeniga i frågan om läsläxans betydelse för lärandet. Samtliga lärare menar dock att desto mer eleverna läser desto mer utvecklas elevernas läsförmåga. De för- och nackdelar med läsläxan som lyfts i studien handlar bland annat om likvärdighet, tid och elevers tillgång till stöd. Resultatet visar även att lärarna upplever att läsläxan skiljer sig från andra typer av läxor exempelvis på grund av att läsning är grunden för många ämnen.

Denna studie handlar om läsinlärning, läsutveckling, och lässvårigheter med fokus på de svagare eleverna. Syftet är att undersöka och beskriva hur lärare arbetar med läsningens olika delar i skolan. Syftet berör även läsinlärning- och läsutvecklingens olika steg och hur lärare arbetar praktiskt med läsningen i skolan och lässvårigheter för elever, samt hur lärare arbetar med de nämnda eleverna. Mitt val av metod är intervjuer och jag har intervjuat tre lärare som är verksamma i årskurserna F–3 med fokus på de ovan nämnda inriktningarna kring läsning. Även en specialpedagog intervjuades för att få en bredare syn på och kunskap inom just lässvårigheter. Resultatet visade sig att vid läsinlärning, läsutveckling och lässvårigheter stämmer det väldigt bra överens med vad tidigare forskning och litteraturen anser kring läsning hos elever. Till exempel att elevers inlärning utvecklas väldigt bra om lärare lär ut på ett lekfullt och lustfyllt sätt. / This study is about learning to read, reading development, and reading disabilities with focus on the weaker students. The purpose is to investigate and describe how teachers work with the various parts of reading development in school. The purpose also concerns different steps in the learning procedure of reading and how teachers practice this in the classroom, with the main focus on pupils with reading disabilities. My choice of method are interviews and I have interviewed three teachers who work in grades F–3 focusing on the above-mentioned reading directions. A special educator was also interviewed to gain a broader view and knowledge about reading disabilities. After analyzing the data one conclusion is that the result is very consistent with earlier studies and research regarding learning to read, reading development and reading disabilities. For example, pupils’ learning develops very well if the teachers learn in a playful and pleasing way.

Syftet med denna studie är att undersöka läs- och skrivinlärningen i förskoleklass och årskurs 1. Studien undersöker när elevers läs- och skrivinlärning påbörjas och hur lång tid denna inlärning tar. Dessutom undersöker studien vilka metoder som lärarna använder sig av i sin undervisning för att utveckla elevers läs- och skrivförmåga. En enkät skickades ut för att samla data om hur verksamma lärare i förskoleklass och årskurs 1 arbetar med läs- och skrivinlärningen med hjälp av Läsning på talets grund, Whole language, Tragetonmetoden och Wittingmetoden. Lärarna fick även nämna övriga metoder de använde sig av i sin undervisning. De flesta lärare börjar med läs- och skrivinlärningen i sin undervisning direkt då de får sina elever. Denna läs- och skrivinlärning tar ungefär ett halvår för en elev utan större läs- och skrivsvårigheter. Allra vanligast är det att en lärare använder sig av en blandning av läs- och skrivinlärningsmetoder i sin undervisning. / The aim of this study is to investigate how educators in preschool-class and year 1 in primary school teach their pupils how to read and write, and what methods teachers use to aid this process. The aim is also to see what the connection is between the time it takes for the pupils to learn how to read and write and their development towards literacy. A questionnaire was sent out to collect data of how teachers in preschool-class and year 1 work with literacy using LTG, Whole language, the Wittingmethod and the Tragetonmethod. The teachers also got the opportunity to mention other methods that they used in their education. Most of the teachers immediately start teaching the pupils how to read and write. Learning how to read and write takes approximately half a year for a pupil without any reading and/or writing difficulties. Teachers commonly use a variety of methods in their education.

Although studies on L2 learning strategies are a major strand of second language research, recent research has shifted its focus onto language learners’ metacognitive awareness and use of strategies. Previous studies shed important light on the amelioration in L2 educational practices, but research on learners’ metacognition in the reading process in EFL contexts remains insufficient, especially at the university level in terms of the emic view of the participants studied in Taiwan. Based on an interpretive stance, this exploratory case study aimed at probing 12 Taiwanese first year university EFL learners’ metacognitive awareness and use of reading strategies during their strategic reading process, and the relationship with proficiency levels and texts of both the narrative and the expository type. This study relies on the think aloud and immediately retrospective protocols of 6 high proficient and 6 low proficient readers as the principal sources of data. The think aloud protocols and the immediately retrospective interviews were transcribed and subjected to content analysis by means of coding them. Taiwanese first year university EFL readers’ metacognitive awareness and use of reading strategies were then analysed and interpreted from a broad metacognitive perspective within the information processing model in terms of strategy application for reading comprehension problem-solving. The findings revealed that the participants demonstrated an awareness and control of their cognitive activities while reading. The strategies they employed were grouped into the categories of supporting reading strategies (SRSs), cognitive reading strategies (CRSs), and metacognitive reading strategies (MRSs). The study found that these learners’ metacognitive awareness and use of reading strategies in learning to read were closely related to L2 proficiency. The low proficient readers’ unfamiliarity with L2 is a hindrance to their reading comprehension which, in turn, disabled them from using the strategies appropriately and effectively. Furthermore, the high proficient readers outperformed their low proficient counterparts in terms of both the quality and quantity of strategies used. Both groups did not use the same strategy types. The findings also revealed that certain types of reading strategy were used differently due to the texts of the narrative and the expository type across the different ability levels. The existing literature on metacognitive awareness and use of reading strategies in learning to read is discussed and pedagogical implications for teachers of L2 reading are offered. These implications include suggestions made for providing learners with explicit reading and strategy instruction and texts with different structure in relation to strategy use. Finally, the limitations of the current research study and recommendations for further research were stated.

L’objectif de ce travail est double. Il s’agit premièrement de participer au développement d’un logiciel d’évaluation des processus cognitifs engagés lors de l’identification des mots écrits. Ce dispositif informatisé (Tinfolec) évalue les processus d’identification des mots écrits et les traitements phonologiques et visuo-orthographiques sous-jacents. Il a été mis au point au cours de plusieurs pré-expérimentations. Deuxièmement, l’efficacité d’un entraînement informatisé grapho-syllabique a été testée auprès d’enfants faibles lecteurs débutants. En effet, partant du double constat que a) la syllabe est une unité intermédiaire de traitement au début de la lecture en français et b) l’entraînement informatisé aux correspondances grapho-phonologiques améliore l’identification des mots écrits, nous nous attendions à ce qu’un entraînement grapho-syllabique aide les plus faibles lecteurs à améliorer leurs performances dans ce domaine. Une procédure classique en 3 phrases, pré-test/entraînement/post-tests et une comparaison de deux groupes d’enfants, expérimental et contrôle, a été utilisée. Différents post-tests différés ont permis de tester le maintien des effets d’entraînement. Les résultats vont en faveur de l’hypothèse selon laquelle la syllabe est effectivement une unité de traitement privilégiée en français au début de l’apprentissage de la lecture. / The aim of this work was twofold. The first one was to contribute to the development of a software evaluating the cognitive processes involved in written words identification by the means of several pre-experimentations. This device (Tinfolec) evaluates written word identification and its underlying phonological and visual-orthographic processing. Secondly, we tested the effectiveness of a computerized grapho-syllabic training in French beginning poor readers. Based on the two facts that a) the syllable is an intermediate treatment unit in beginning reading in French and b) computerized training of grapho-phonological correspondences improves word identification, we expected that trained poor readers improve in reading. The classical 3-periods-procedure including pre-test/training/post-tests and a comparison of two groups of children, experimental and control, were used. Different post-tests permitted to test the maintenance of the training effects. The results are in favor of the hypothesis that the syllable indeed is an intermediate treatment unit in the French reading process.

L'objectif principal de ce travail de thèse est de discuter de la place de la tablette tactile dans un dispositif d'enseignement adapté et ciblé auprès d'enfants détectés à risque de difficultés ultérieures en lecture. Pour répondre à cet objectif et après avoir étayé notre propos avec les résultats de la littérature scientifique, deux axes sont présentés. Un axe expérimental, composé de trois études, nous a permis de mesurer l’impact d’un entrainement spécifique intensif et individuel, via la tablette tactile, sur les performances en identification de mots écrits d’élèves de GSM et de CP faibles (pré)lecteurs. Plus précisément, les résultats du suivi longitudinal des élèves susmentionnés à court et moyen termes semblent aller en faveur d’une amélioration de la conscience phonologique et du traitement grapho-syllabique. Le second axe s’attachait à mettre en lumière l’importance des critères ergonomiques de développement de deux applications ludo-éducatives. Les résultats des évaluations subjectives permettent d’identifier les points nécessitant un travail supplémentaire, ces points pouvant entraver le traitement d’informations cruciales pour l’apprentissage de la lecture. / The main objective of this thesis work is to discuss the place of the touch-screen tablet in an adapted and targeted teaching system with children detected at risk of subsequent difficulties in reading. To meet this objective, we have presented two main axes, based on the results of the scientific literature. An experimental axis, made up of three studies, allowed us to measure the impact of a specific intensive and individual training, via the touch-screen tablet, on the performances in written words identification of poor (pre)readers in Kindergarten and First Grade. More precisely, the results of the longitudinal follow-up of the aforementioned students seem to be in favor of an improvement of the phonological awareness and the grapho-syllabic treatment. The second axis aims to highlight the importance of ergonomic criteria for the development of two edutainment apps. The results of the subjective evaluations identify points that requiring additional work, which may hinder the processing of crucial information for the learning of reading.

The survey is based on qualitative research interviews with four active teachers from primary school. The purpose of the study is to gain knowledge of how to work with reading and writing learning in year one. The study is based on four issues that concern the teachers' views on the early work on reading and writing. The result shows that teachers have slightly shared perceptions of specific educational material, but the foundation is to have a varied reading and writing teaching. The teaching should also be fun and stimulate the students' individual needs. / Studien baseras på kvalitativa forskningsintervjuer med fyra verksamma lärare som arbetar på lågstadiet. Syftet med studien är att få kunskap om hur man kan arbeta med läs- och skrivinlärning i årskurs 1. Studien utgår från fyra frågeställningar som berör lärarnas åsikter och synsätt på det tidiga arbetet med läs- och skrivinlärning. Resultatet visar att lärarna har aningen delade uppfattningar om specifikt undervisningsmaterial men att grunden är att ha en varierad läs- och skrivinlärning. Undervisningen ska dessutom vara lustfylld och stimulera elevernas individuella behov.

Made available in DSpace on 2016-07-27T13:53:18Z (GMT). No. of bitstreams: 1 LACY RAMOS JUBE RIBEIRO.pdf: 820135 bytes, checksum: 88bf8241506cf8aaa07b9a9e56fb4b04 (MD5) Previous issue date: 2007-02-01 / This study deals with the relationship between thought and language as applied to beginner Third Level students learning of reading and writing. The study is justified, on the one hand, because the development of linguistic competence in reading and writing is vitally important for students success. On the other hand, it is justified by the perception of increasing difficulties in this area among students beginning their university course. The study aimed at identifying the reading and writing difficulties of beginner Third Level students and how these difficulties relate to socio-cultural and pedagogical determiners. Classroom observation, life stories and interviews were used as a means of collecting date in this qualitative research case study. The analysis of how socio-cultural and linguistic aspects interfere in the teaching and learning processes of reading and writing was based on historical and cultural theory, especially on contributions from Vygotsky and Davydov. The research was undertaken with teaching staff and students in three Courses at the Universidade Católica de Goiás (UCG): Psychology, Archeology and Pedagogy, in Portuguese Language, a subject taught during the first semester in all UCG undergraduate courses. It was insured that all three classes represented courses made up of students from different social backgrounds, based on information from the UCG student profile. In each of the three classes, a group of students was selected as subjects of this research. The investigation took place throughout the first semester of 2006. Analysis of the data suggested distinct levels of linguistic competence among the students, which confirmed other research and the teachers own perceptions. The interviews and life stories showed effective echoes of socio-cultural factors, both familiar and pedagogical, in the students learning. In addition, the data pointed towards the need for pedagogical intervention which would help students overcome their difficulties, especially when competence in critical thinking, associated with material content, are added to the development of reading and writing skills. The results of the research indicated pedagogical and didactic proposals in the sphere of learning to read and write which would lead to the formation of actions for critical thinking and learning, aimed at improving cognitive competence. / Esta pesquisa tratou da relação entre pensamento e linguagem, aplicada à aprendizagem da leitura e da escrita em alunos iniciantes no ensino superior. O estudo justificou-se, por um lado, pela importância do desenvolvimento da competência lingüística, expressa na leitura e na escrita, para o êxito escolar dos estudantes e, por outro, pela constatação de crescentes dificuldades, nessa área, em alunos que iniciam o curso universitário. A investigação visou à identificação de dificuldades de leitura e escrita em alunos iniciantes do curso universitário e sua relação com determinantes socioculturais e pedagógicos. Como procedimento de pesquisa qualitativa, empregou-se o estudo de caso. Como instrumentos de coleta de dados, utilizaram-se: observação de aulas, narrativas de vida e entrevistas. A análise de como os aspectos socioculturais e a linguagem interferem nos processos de ensino e aprendizagem da leitura e da escrita fundamentou-se na teoria histórico-cultural, especialmente com base nas contribuições de Vygotsky e Davydov. A pesquisa foi realizada com professores e alunos de três cursos da Universidade Católica de Goiás: Psicologia, Arqueologia e Pedagogia, na disciplina Língua Portuguesa, ministrada no 1º período aos cursos de graduação da UCG. Teve-se o cuidado de que as três salas de aula representassem cursos formados por alunos de diferentes origens sociais com base em informações sobre o perfil do aluno da UCG. Em cada uma das três classes, foi selecionado um grupo de alunos como sujeitos da pesquisa. O trabalho de investigação deu-se ao longo do 1º semestre letivo de 2006. A análise dos dados apontou distintos níveis de competência lingüística entre os alunos, confirmando outras pesquisas e a própria percepção de professores. As entrevistas e as narrativas de vida evidenciaram a efetiva ressonância de fatores socioculturais - familiares e pedagógicos - na aprendizagem dos alunos. Além disso, os dados apontaram a necessidade de intervenção pedagógica que contribua com os alunos na superação de suas dificuldades, especialmente quando se agrega ao desenvolvimento de habilidades de leitura e escrita, competências do pensar associadas aos conteúdos das matérias. Os resultados da pesquisa indicaram proposições pedagógico-didáticas no âmbito da aprendizagem da leitura e da escrita que levem à formação das atividades do pensar e do aprender em vista do aprimoramento de competências cognitivas.