En kvalitativ studie kring några lärares tankar kring individuell utveckling och elevers delaktighet i sin egen utveckling begränsat till elever med läs och skrivsvårigheter i årskurs tre. för att genomföra den här studien har jag valt att intervjua fyra lärare med behörighet att undervisa elever i årskurs tre i ämnet svenska, dessa lärare valdes genom bekvämlighetsurval. Lärarna uttrycker att de arbetar relativt lika vad gäller IUP och elevers delaktighet men även att lärarna framhller vikten av att stödja eleverna och hjälpa dem på olika sätt för att de ska nå mlen för läsning och skrivning. Resultatet diskuteras utifrån Vygotskijs begrepp proximala utvecklingszonen som är ett centralt begrepp i studien. / This is a qualitative study where I have chosen to investigate teachers’ work with student’s individual development and participation in their learning process, but I have restricted myself to students in year three with difficulties in reading and writing. I wanted to find out how some teachers think and feel about the concepts I have used above and find out how you can work to get students more involved in their learning process. To carry out this study, I have conducted interviews with four teachers qualified to teach students in grades three in Swedish as I picked through the convenience sample. I chose to do unstructured interviews in order to get closer to respondents and that their responses would be more profound and so explain what they think about the questions I asked. These interviews, I then processed by analyzing and interpreting them. The result do I also link to the zone of proximal development by Vygotskij, as I have as theoretical approach in my work. What I have found is that teachers work relatively the same with student’s individual development and participation in its learning process, but also that the teachers pressure much that it is important to support students and help them in different ways for them to reach the goals in reading and writing.