<p>Abstract</p><p>The purpose of this research paper is to study which methods teachers are using to develop children’s reading and writing skills. The purpose is also to investigate necessarily conditions to individualize the teaching of reading and writing.</p><p>The qualitative research is based on interviews with six elementary school teachers. The interviewed teachers think that it is important to see every child individually to be able to develop the reading and writing skills. Education can only be stimulating and delightful when it is individualized. In spite of this, the result shows that the majority of the teachers are using only one method when teaching children reading and writing. The teachers agree that there should be collaboration with the children’s previous teachers to be able to know each child faster. Mapping and documentation are also useful for teachers. The result of the study also shows that computers and fiction books are good complements to the regular reading and writing teaching. The most common reading and writing methods among the teachers are a combination of the sound imitating method and the full word method. Success in individualizing depends on the access of remedial teacher and the number of stand by teachers. Furthermore, it is immensely important that all teaching is well thought-out and well planned, according to the interviewed teachers.</p><p>My conclusions are that teachers have to offer a lot of different methods in order to get all children the same conditions for their learning. I feel that it’s important to meet and see every child and their needs. To be able to do so teachers must vary their approach when children learn to read and write.</p>

Abstract The purpose of this research paper is to study which methods teachers are using to develop children’s reading and writing skills. The purpose is also to investigate necessarily conditions to individualize the teaching of reading and writing. The qualitative research is based on interviews with six elementary school teachers. The interviewed teachers think that it is important to see every child individually to be able to develop the reading and writing skills. Education can only be stimulating and delightful when it is individualized. In spite of this, the result shows that the majority of the teachers are using only one method when teaching children reading and writing. The teachers agree that there should be collaboration with the children’s previous teachers to be able to know each child faster. Mapping and documentation are also useful for teachers. The result of the study also shows that computers and fiction books are good complements to the regular reading and writing teaching. The most common reading and writing methods among the teachers are a combination of the sound imitating method and the full word method. Success in individualizing depends on the access of remedial teacher and the number of stand by teachers. Furthermore, it is immensely important that all teaching is well thought-out and well planned, according to the interviewed teachers. My conclusions are that teachers have to offer a lot of different methods in order to get all children the same conditions for their learning. I feel that it’s important to meet and see every child and their needs. To be able to do so teachers must vary their approach when children learn to read and write.

In view of the new compulsory assessment support and the added learning requirements in the curriculum, the aim of this study is to investigate how teachers work with teaching reading and writing in grade 1 in relation to the method used in the school. The study uses interviews as a method to answer the questions. The result shows that both schools use a combination of methods in the teaching of reading and writing. The teachers who took part in the study are favourably inclined to the new assessment support and hope that more follow-ups of the pupils’ results can mean that resources are provided earlier for those who need it. The teachers have differing opinions about changes in teaching taking place in connection with changes or additions to the curriculum. The crucial factor appears to be how great the changes are or what the additions concern, and how they relate to existing methods.