Este trabalho é sobre a importância da oralidade enquanto gênero discursivo-textual para o ensino de Geografia na Educação Básica e sua relação com a leitura e a escrita. A problematização emergiu no contexto de nossa participação no Círculo de Pesquisa e Estudos das Fronteiras Teóricas para a Formação de Professores de Geografia, ligado ao LEMADI - Laboratório de Ensino e Material Didático - Departamento de Geografia, USP, coordenado pela Prof.ª Drª Maria Eliza Miranda e das investigações, reflexões e análises do nosso trabalho como professora na Rede Municipal de Ensino de São Paulo. O Ensino de Geografia não tem sido pensado a partir da centralidade da fala do aluno o que exige considerarmos a sua relação com a leitura e a escrita, por meio de interfaces e aproximações de fronteiras teóricas diversas, como a Teoria da Experiência de Aprendizagem Mediada, da Psicologia da Aprendizagem, da Linguística, da Filosofia da Linguagem e do paradigma da complexidade para uma compreensão para além dos aspectos comunicacionais, que contemple a aquisição de instrumentos psicológicos superiores mediados pela fala e, consequentemente o desenvolvimento de pensamentos por conceitos e a formação discursiva do aluno enquanto sujeito. Ainda que discussões de aspectos ligados ao processo de aprendizagem e uso da língua, como a importância da oralidade, sejam inicialmente desconhecidas por professores de Geografia, julgamos que sejam necessárias, pois se constituem como a plataforma mais efetiva de ensino e aprendizagem da própria Ciência, ao favorecer o desenvolvimento de níveis mais elevados de pensamento abstrato. Entretanto ao longo de nossa investigação e prática docente nos deparamos com lacunas e fragilidades de aspectos do processo de alfabetização que ainda persistem e acompanham alunos do Ensino Fundamental II, que estão relacionados diretamente com a oralidade. Diante dos resultados de avaliações externas sobre os níveis inadequados de proficiência dos alunos brasileiros podemos observar a implementação de programas e referenciais por meio de prescrições técnicas que oferecem aos professores poucos elementos de reflexão e ação para o enfrentamento do grave problema do analfabetismo escolar. Frente ao desafio de ensinar Geografia articulado ao desenvolvimento da oralidade concebida dentro de um contínuo com a leitura e a escrita buscamos por meio de uma perspectiva sociocultural de desenvolvimento humano novas análises que subsidiem prospecções de um ensino para além dos resultados de avaliações externas. Por conseguinte buscamos elaborar e aplicar conforme perspectiva encontrada em Schneuwly e Dolz (2010), a Sequência Didática de Geografia por gêneros discursivo-textuais O Brasil vai de quê?, a qual envolveu 77 alunos do 7º ano do Ensino Fundamental II de uma escola pública. Ao analisarmos o Debate Regrado presente na Sequência Didática que tinha como objetivo inicial incentivar o protagonismo dos alunos e o desenvolvimento de uma postura crítica frente aos fenômenos espaciais estudados avançamos para a compreensão dos turnos de Debate como textos orais dos alunos e que necessitam de mediação específica pelo professor para que se tornem possibilidades reais de processos de reorganização e expressão de enunciados e de conceitos, levando-os juntamente com a leitura e a escrita a pensar de maneira contextualizada e complexa. / This work is about the importance of orality as a discursive-textual genre for teaching Geography in Basic Education and its relationship with reading and writing. This problematization emerged in the context of our participation in the Circle of Research and Studies of Theoretical Borders Geography Teacher Training, attached to LEMADI - Teaching Laboratory and Teaching Materials - Department of Geography, USP, coordinated by Prof. Dr. Maria Eliza Miranda and this is about investigations, reflections and analysis of our work as teachers in public schools of São Paulo city hall. The Geography Teaching has not been thought from the central speech of the student which requires consider their relationship with reading and writing, through interfaces and approaches of several theoretical frontiers, such as the Theory of Mediated Learning Experience, Psychology of Learning, Linguistics, Philosophy of Language and the complexity paradigm in order to an understanding beyond the communication aspects, covering the acquisition of higher psychological instruments mediated by talks and, consequently, the development of thinking by concepts and discursive formation of the student as a subject. Although discussions of issues linked to the learning process and use of language, as the importance of orality, they are initially unknown by geography teachers, we believe they are necessary, because they are the most effective platform for teaching and learning of Science itself, to promote the development of higher levels of abstract thinking. However throughout our research and teaching practice we are faced with gaps and weaknesses aspects of the alphabetization process that still persist and follow the students of the elementary school II, which are directly related to orality. Analyzing the results of external reviews of the inadequate levels of proficiency of Brazilian students we can observe the implementation of programs and references through technical requirements that give teachers a few elements of reflection and action to face the serious problem of school analphabetism. Face the challenge of teaching Geography articulated the development of orality conceived on a continuum with reading and writing, we search through a socio-cultural perspective of human development new analyzes that support surveys of teaching beyond the results of external evaluations. Therefore we search to develop and implement according the perspective found in Schneuwly and Dolz (2010), Geography Teaching Sequence by textual genres \"O Brasil vai de quê?\", which involved 77 students from the 7th grade of an elementary school II in a public school. Analyzing the discussion regimented presents in Teaching Sequence which had as initial objective to encourage the involvement of the students and development a critical attitude towards the space phenomena studied, we move to understanding the discussion shifts as oral texts of students who require specific mediation by the teacher to become real possibilities of a reorganization processes and statements of expression and concepts, bringing them together with reading and writing to think contextualized and complex way.

Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-02-01T17:56:49Z No. of bitstreams: 1 robsondesouzarocha.pdf: 1458904 bytes, checksum: f7ac2810e1aaf01deb4773b426147902 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-03-21T14:02:51Z (GMT) No. of bitstreams: 1 robsondesouzarocha.pdf: 1458904 bytes, checksum: f7ac2810e1aaf01deb4773b426147902 (MD5) / Made available in DSpace on 2018-03-21T14:02:51Z (GMT). No. of bitstreams: 1 robsondesouzarocha.pdf: 1458904 bytes, checksum: f7ac2810e1aaf01deb4773b426147902 (MD5) Previous issue date: 2017-07-24 / A presente dissertação, desenvolvida no âmbito do Mestrado Profissional em Gestão e Avaliação da Educação Pública (PPGP) do Centro de Políticas Públicas e Avaliação da Educação da Universidade Federal de Juiz de Fora (CAEd/UFJF), discorre sobre o problema da defasagem na leitura e na escrita dos alunos que ingressam nos anos finais do ensino fundamental, numa escola da rede pública estadual de Minas Gerais. O objetivo geral desta pesquisa consiste em investigar quais medidas pedagógicas devem ser adotadas pela escola pesquisada a fim de sanar o problema da defasagem em leitura e escrita de seus alunos, proporcionando a esses o conhecimento necessário a continuidade dos estudos nas seguintes etapas de escolaridade. Sob o aporte teórico de Ferreiro e Teberosky (1999), Soares (2004), Cagliari (1989 e 1998), Kleiman (2010), dentre outros, discutiu-se os conceitos e implicações da alfabetização e do letramento. Posteriormente, realizou-se uma pesquisa de abordagem qualitativa, entre observações de sala de aula e aplicação de questionários semiabertos aos professores que atuam no 6º ano do ensino fundamental, através da qual nos foi possível identificar os principais problemas a serem enfrentados pela escola no combate à defasagem na leitura e na escrita, apontando deficiências tanto na prática pedagógica quanto na gestão de sala de aula. Diante disso, visando minimizar as dificuldades encontradas, propôs-se um Plano de Ação Educacional (PAE), composto de estratégias pedagógicas exequíveis a serem implementadas pela escola, a fim de oportunizar a todos, sem distinções, o direito de aprendizagem a que fazem jus. / This dissertation, developed under the Professional Master in Management and Evaluation of Public Education (PPGP) of the Center for Public Policies and Education Evaluation of the Federal University of Juiz de Fora (CAEd / UFJF), discusses the problem of the reading and in the writing gap of the students who enter the final years of elementary education, in a school of the state public network of Minas Gerais. The general objective of this research is to investigate which pedagogical measures should be adopted by the researched school in order to solve the problem of the reading and writing gap of its students, providing them with the necessary knowledge to continue their studies in the following stages of schooling. Under the theoretical contribution of Ferreiro and Teberosky (1999), Soares (2004), Cagliari (1989 and 1998), Kleiman (2010), among others, the concepts and implications of literacy were discussed. Subsequently, a qualitative research was carried out, between classroom observations and the application of semi-open questionnaires to teachers who work in the 6th grade of elementary school, through which it was possible to identify the main problems to be faced by the school in the fight To the lag in reading and writing, pointing out deficiencies in both pedagogical practice and classroom management. In view of this, in order to minimize the difficulties encountered, an Educational Action Plan (PAE) was proposed, composed of feasible pedagogical strategies to be implemented by the school, in order to give everyone, without distinction, the right of learning to which they are entitled.

Abstract The purpose with this essay is to get an insight on how the school has changed over the past years in terms of reading- and writing difficulties/dyslexia. In the literature studies I mention reading- and writing difficulties and the reasons why some people get these problems. Further on in the literature study it is written about what the education act and the curriculum say about the school’s duties towards pupils in need of special support. The result contains interviews with one language pedagogue and one special pedagogue who work in two different municipalities. In addition I interviewed two former pupils who went to school 15-20 years ago. I came to the conclusion that today’s schools have changed to the better for the pupils with difficulties. During the 1990’s the problems around dyslexia was getting attention in the society. This made the school more aware about reading- and writing difficulties/dyslexia and gave them more knowledge about the difficulties. / Sammandrag Syftet med denna uppsats är att få en inblick i hur skolan har förändrats under de senare åren vad gällande elever med läs- och skrisvårigheter/dyslexi. I litteraturgenomgången tas läs- och skrivsvårigheter/dyslexi upp och vad det finns för bakomliggande orsaker till varför vissa personer får dessa svårigheter. Vidare står det om vad skollagen och läroplanen säger om skolans skyldigheter till att hjälpa elever i behov av särskilt stöd. Undersökningen som behandlades i resultatet omfattade intervjuer med en språkpedagog och en specialpedagog som är verksamma i två olika kommuner samt intervjuer med två före detta elever med dyslexi som gick i skolan för cirka 15-20 år sedan. Resultatet av undersökningen visade på att dagens skola har förändrats till det bättre för elever med dessa svårigheter. Under 1990-talet uppmärksammades dyslexiproblematiken i samhället vilket gjorde att skolan blev mer medveten och fick kunskap om läs- och skrivsvårigheter/dyslexi.

This study is part of the researching field of Curriculum, Teaching and School Practices of the Education Master s Degree course at Universidade Federal de Santa Maria and aims at comprehending the organization of the written language teaching in the 1st and 2nd grades of the Elementary School and its relationship between the construction of the written culture in literacy. In order to achieve the goals proposed and obtain an approach to the research problem we searched in the qualitative approach of research, more precisely in the multiple case study, for aids to the development of the investigation. For this, three public schools from Santa Maria-RS collaborated, one from the municipal teaching system and two state schools. The instruments used for data collection were the documents analysis, in this case the documents selected for the analysis were the school Political Pedagogical Project and the school syllabus. The interviews made, had the collaboration of nine teachers of the grades studied. From the content analysis two categories emerged: Construction of the curriculum for the lecto-writing teaching and Concretization of the curriculum for the lecto-writing teaching , that collaborated on/with a deeper comprehension of the thematic being studied. This way, we can say it is necessary changes in the configuration of the curriculums for the written language teaching and, consequently, in their concretization in order to make the quality of the mother tongue teaching possible in the sense to provide inclusion for the educatees in the written culture. In this way, we emphasize that these transformations will only be possible if there is a compromise among everyone involved with the school, once the necessity to change can be reached taking into account the reality existent, projecting the reality wished and, in this way, actions to achieve the new reality can be searched in collectively. Thus, we also highlight the importance of the teachers involved in the lecto-writing teaching and based on this, we emphasize the importance of the teachers continued formation as a possibility of enlarging and deepening the teachers production. We believe this formation can happen in the school, through actions that promote collective studies, in a way the teachers together can have contact with the productions about the different themes related to literacy and curriculum. So, that through the share of ideas they can discuss, reflect and comprehend to (trans)form and (trans)form themselves. / Este estudo insere-se na linha de pesquisa Currículo, ensino e práticas escolares , do Programa de Pós-Graduação em Educação, da Universidade Federal de Santa Maria e teve como foco compreender a organização do currículo voltado para o ensino da língua escrita no 1º e 2º anos do Ensino Fundamental e sua relação com a construção da cultura escrita na alfabetização. Com a intenção de alcançar os objetivos propostos e obter uma aproximação ao problema de pesquisa buscamos na abordagem qualitativa de pesquisa, mais especificamente no estudo de caso múltiplo, subsídios para o desenvolvimento da investigação. Para tanto, contamos com a colaboração de três escolas públicas da cidade de Santa Maria-RS, uma da rede municipal e duas da rede estadual de ensino. Os instrumentos utilizados para a coleta de dados foram a análise documental, neste caso os documentos selecionados para a análise foram os Projetos Político-Pedagógicos e os planos de estudos das escolas. E as entrevistas, as quais foram realizadas contando com a colaboração de nove professoras dos anos em estudo. Da análise de conteúdo desse material emergiram duas categorias: Construção do currículo voltado para o ensino da lecto-escrita e Concretização do currículo voltado para o ensino da lecto-escrita , as quais colaboraram para/com o aprofundamento e compreensão da temática em estudo. Dessa maneira, podemos dizer que se fazem necessárias transformações na configuração dos currículos voltados para o ensino da língua escrita e, conseqüentemente, na concretização desses a fim de que a qualidade do ensino da língua materna, proporcionando aos educandos a inserção na cultura escrita, seja possível. Nessa direção, destacamos que essas transformações somente serão possíveis se houver comprometimento por parte de todos os envolvidos com a escola, uma vez que a necessidade de mudar possa ser despertada avaliando-se a realidade que se tem, projetando a realidade que se deseja e, dessa forma, ações para o alcance da nova realidade sejam buscadas coletivamente. Assim, ressaltamos também a importância do papel das professoras envolvidas com o ensino da lecto-escrita e em função disso destacamos a importância da formação continuada dessas como possibilidade de ampliação e aprofundamento do processo de produção da docência. Acreditamos que essa formação pode ocorrer no âmbito da escola, através de ações que promovam estudos coletivos, de maneira que as professoras juntas possam ter contato com as produções acerca das diferentes temáticas que se relacionam com a alfabetização e o currículo. Enfim, que através do compartilhamento de idéias possam discutir, refletir e compreender para (trans)formar e (trans)formarem-se.

Syftet med denna studie är att ge en översikt över forskning om skrivsvårigheter hos flerspråkiga elever. Forskningsfrågorna som besvaras i studien är vilka orsaker som ligger bakom skrivsvårigheter hos flerspråkiga, hur orsakerna till skrivsvårigheter hos flerspråkiga identifieras och hur den pedagogiska praktiken kan utformas för att stötta flerspråkiga elever med skrivsvårigheter. För att besvara dessa forskningsfrågor har jag gjort systematiska sökningar efter relevant forskningslitteratur och därefter kritiskt granskat och sammanställt sex forskningsartiklar. Forskningen visar att det kan finnas flera orsaker till skrivsvårigheter hos flerspråkiga. Orsakerna kan kopplas till såväl bristande språkfärdighet i andraspråket som dyslexi, men svårigheterna kan också bero på annan funktionsnedsättning och psykosociala faktorer. Vidare visar forskningen att identifiering av skrivsvårigheter hos flerspråkiga kan vara problematisk eftersom det kan vara svårt att bedöma om flerspråkiga elevers läs- och skrivsvårigheter beror på tillägnandet av andraspråket eller om det är dyslexi eller andra kognitiva eller kulturella problem som är orsaken. I forskningen betonas att lärarens kompetens är den mest betydelsefulla faktorn för en gynnsam läs- och skrivutveckling i skolan.

Twenty-first-century competencies have been identified as vital thinking and working skills for the 21st century. Students could contribute to social change by using information and communication technology (ICT) while developing 21st-century competencies, but this type of experience is not frequent at schools. The purpose of this qualitative case study was to examine the experiences of 2 middle-school teachers and their 6th-grade students as they used critical literacy strategies and ICT to promote 21st-century competencies and critical democracy in a Midwestern public school. This case study was guided by the critical democracy, critical pedagogy, and competency-based education theories. The research questions asked what the experiences of the teachers and the students were, what were the reflections of the teachers about their teaching practices, and what were the students’ reflections about their learning experiences. Data were gathered through interviews, students’ online discussion forums, and artifacts. An adapted analytic induction process was used to analyze the data and explain the phenomenon. The key findings generally supported the framework developed by the Partnership for 21st Century Learning (P21), which is a coalition of businesses, education leaders, and policymakers whose goal is to promote 21st-century competencies in schools. However, the findings indicated that when applying the P21 Framework for social change purposes, an international human rights perspective needs to be added. This study demonstrated how students can develop 21st-century competencies through the implementation of ICT to address injustice and inequity in society and contribute to positive social change.

In order for special educators and specialist teachers to be able to support multilingual students, a mapping system is needed in the student’s mother tongue. It’s needed because special educators and specialist teachers should, in the best possible way, be able to assess and offer the support that a multilingual student need. The purpose of the study is to analyze in detail how special educators and specialist teachers work to support multilingual students who have dyslexia. The study has the socio-cultural perspective as a theoretical starting point and the reason for that is that the socio-cultural perspective focuses on learning and the learning of individuals in social contexts. The scientific approach that becomes current and applied in the study is qualitative research method and the applicable method is semi- structured qualitative interview, where four special educators and two specialist teachers are interviewed regarding their work to support multilingual students with dyslexia. The result of the study is that screening tests can determine if a student has dyslexia and therefore assess the support that is required. If a student has dyslexia in Swedish, the student will also have it in their mother tongue. Since the tests are performed in Swedish, in order to be able to process dyslexia in the best possible way, you have to map the difficulty in both the students mother tongue and Swedish.

Studiens syfte är att undersöka lärares uppfattningar om läs- och skrivsvårigheter hos elever på mellanstadiet och hur mellanstadielärare uppger att de arbetar med dessa elever. Det teoretiska ramverk som ligger till grund för studien är kognitiva processer och läsningens fem utvecklingsdimensioner. Sju kvalitativa semistrukturerade intervjuer utförs för att samla in data. Resultatet visar att mellanstadieelevers svårigheter är läsförståelse, fonologisk medvetenhet, avkodning, stavning och grammatik. När lärare upptäcker läs- och skrivsvårigheter tar de direktkontakt med elever, anpassar materialet efter elevers behov, tar kontakt med speciallärare eller specialpedagog och kontaktar vårdnadshavare. Resultatet visar även att mellanstadielärare använder sig av grupp- och pararbeten, en-till-en undervisning, motivationsskapande undervisning, undervisning som är fokuserad på språk- och läsförståelse och digitala verktyg. Elever i läs- och skrivsvårigheter behöver varierad undervisning och olika arbetsmetoder för att utveckla deras läs- och skrivförmågor. Om eleverna tidigt och utifrån sina egna behov får hjälp, stöttning och anpassningar kan det hjälpa dem att komma ur dessa svårigheter.

The purpose of this qualitative study is to investigate how primary school teachers use their subject knowledge in Swedish in combination with technology and pedagogy. Semi-structured interviews at three schools with five licensed teachers who teach Swedish have been interviewed based on a developed interview guide. Based on the theoretical framework technology, pedagogy, and content knowledge, the results from the interviews have been analyzed. The framework contributes to an understanding of how the teachers' different knowledge can be combined so that good teaching can occur with digital tools. The results show that the teachers in the study predominantly reflect on pedagogical subject knowledge, technical subject knowledge and technical pedagogical subject knowledge in planning and implementing Swedish teaching. When the teachers in the study reflect onhow technology is used in a meaningful way in Swedish teaching by emphasizing the importance of clear learning goals and objectives that can be achieved through the use of technological tools that promote learning, the teachers combine pedagogical subject knowledge, technical subject knowledge and technical pedagogical subject knowledge. Teachers reflect on how technology can support students' text writing by providing different methods and strategies, while allowing for differentiation of instruction to meet students' individual needs. In some cases, it appears that there are difficulties with integrating and getting an interaction between the different knowledge, which appears when the teachers in the study reflect on learning moments that have no clear goal or purpose and when the technology is not used as a pedagogical tool. / Syftet med den här kvalitativa studien är att undersöka hur lärare igrundskolan använder sina ämneskunskaper i svenska i kombination medteknik och pedagogik. Semistrukturerade intervjuer på tre skolor med femlegitimerade lärare som undervisar i svenska har intervjuats utifrån enframtagen intervjuguide. Utifrån det teoretiska ramverket technology,pedagogy, and content knowledge har resultaten från intervjuernaanalyserats. Ramverket bidrar till förståelse för hur lärarnas olika kunskaperkan kombineras för att en god undervisning ska uppstå med digitala verktyg.Resultatet visar att lärarna i studien övervägande reflekterar överpedagogisk ämneskunskap, teknisk ämneskunskap och teknisk pedagogiskämneskunskap i planering och genomförande av svenskundervisningen. Närlärarna i studien reflekterar över hur tekniken används på ett meningsfulltsätt i svenskundervisningen genom att betona vikten av tydliga lärandemåloch syften som kan uppnås genom användningen av tekniska verktyg somfrämjar lärandet kombinerar lärarna pedagogisk ämneskunskap, tekniskämneskunskap och teknisk pedagogisk ämneskunskap. Lärarna reflekteraröver hur tekniken kan stödja elevernas textskrivande genom atttillhandahålla olika metoder och strategier, samtidigt som den möjliggördifferentiering av undervisningen för att möta elevernas individuella behov.Det framgår i vissa fall svårigheter med att integrera och få ett samspelmellan de olika kunskaperna vilket framträder när lärarna i studienreflekterar över lärandemoment som inte har något tydligt mål eller syfteoch när tekniken inte används som ett pedagogiskt verktyg.

Det finns många olika sätt att möta elevers olika behov och att använda sig av digitala verktyg i sin undervisning är ett sätt. Därför syftar studien till att undersöka hur några lärare och speciallärare beskriver att elever i behov av extra anpassningar arbetar med digitala verktyg för läs- och skrivutveckling i årskurserna 1–3. För att förstå hur och varför några lärare och speciallärare arbetar med elever i behov av extra anpassningar och deras läs- och skrivutveckling behöver olika frågor besvaras. Det är nödvändigt att undersöka digitala verktyg med avseende på för- och nackdelar, vilken effekt olika ramfaktorer får för arbetet samt på vilket sätt lärare och speciallärare arbetar med dem. För att uppfylla syftet med studien har kvalitativa intervjuer genomförts med tre lärare och tre speciallärare. Intervjuerna har genomförts i par eftersom lärare och speciallärare ofta jobbar tillsammans. Teoretisk utgångspunkt i studien är ramfaktorteorin och det sociokulturella perspektivets centrala delar om den proximala utvecklingszonen, scaffolding och artefakter. Efter en tematisk analys visar resultatet att respondenterna ser flest fördelar med digitala verktyg för att gynna elever i behov av extra anpassningar i deras läs- och skrivutveckling. Centralt i resultatet är att arbetet kräver digital kompetens och undervisning eftersom detta är ramfaktorer som får effekter på elevernas läs- och skrivutveckling. Vidare visar resultatet att talsyntes och Inläsningstjänst är betydande funktioner som lärarna och speciallärarna använder i sin undervisning med digitala verktyg. De fördelar med verktygen som resultatet visar är att de ger eleverna en ökad motivation och en ökad förförståelse. Slutligen visar resultatet att tekniska problem och en rädsla för avsaknad av analoga verktyg är de betydande nackdelarna med digitala verktyg. Avslutningsvis diskuteras studiens metod och resultat i förhållande till studiens syfte och teori. / There are various ways of meeting the various needs within a class and using digital tools is one of them. Therefore, the study aims to investigate how teachers and special needs teachers use digital tools together with to benefit their reading and writing development. To understand how and why teachers and special needs teachers work with pupils with special needs and their reading and writing development, different questions need to be answered. It ́s necessary to investigate the advantages and disadvantages found with digital tools, how frameworks factors affect the work with digital tools and how teachers and special needs teachers work. To fulfill the purpose of the study, qualitative interviews were carried out with three teachers and three special needs teachers. The interviews have been conducted in pairs because teachers and special needs teachers often work together. The theoretical starting point in the study is the framework factor theory and the central parts of the sociocultural perspective about the zone of proximal development, scaffolding and artefacts. After a thematic analysis, the results show that the respondents mostly see benefits of digital tools to benefit students in needs of extra adaptations in their reading and writing development. Central to the result is that the work requires digital competence, teaching since these are framework factors that have effects on pupils’ reading and writing development. The results also show that speech synthesis and a reading service are the significant functions in the tools which teachers and special needs teachers use in their teaching with digital tools. The advantages of the tools that the results show is that they give students an increased motivation and an increased pre-understanding. Finally, the results show that technical problems and a fear of lack of analog tools are the significant disadvantages of digital tools. Finally, the study’s method and the results are discussed in relation to the purpose of the study and the theory.