Gifted students are not easily identified. They often mask their cognitive skills, use poor writing or might not write at all in class, even though gifted students often know how to write especially enriched and well. Previous studies show that 92% of the examined gifted students in the community Mensa suffered from being bored and not perceiving enough challenges in elementary school. As a consequence of not being able to learn at the fast pace the gifted students' intelligent brain needs, bored gifted students often become homebound. The purpose of this study is to increase the knowledge of how to support gifted students in their writing development. Based on previous research and our studies on gifted students writing development our main questions are as following; What reasoning do teachers use to promote the writing development of the especially gifted students? Which teaching practices do teachers experience as promoting or limiting in gifted students' writing development? Using qualitative interviews and surveys to collect data, our study indicates that gifted students need to experience meaningfulness in the assignment and fully understand the purpose of which, to gain access to their individual development. Principals were shown to have a key role in supporting teachers, enabling gifted students the right to accelerate in the subject and develop teachers' knowledge in gifted students.

Syftet med min undersökning var att finna hur man kan frambringa goda förutsättningar för elevers skrivutveckling, med utgångspunkt i ämnet svenska med fokus på skrivundervisningen. Undersökningens empiriska material är insamlad genom kvalitativa metoder och kan i viss mån ses som en aktionsforskning. Det insamlade materialet består av pedagogiska planeringar, observationer och kvalitativa intervjuer av och med tre lärare samt elevtexter. Materialet analyserades sedan med hjälp av vetenskapliga modeller. Valet av informanter valdes ut genom att jag kände till dem sedan tidigare via min arbetsplats och från tidigare VFU-skola (verksamhetsförlagdutbildning). Intresset att utföra undersökningen hos de två lärarna på min arbetsplats föll sig naturligt eftersom lärare själva uttryckte att de utgår från samma pedagogiska planeringar men att de arbetar olika. Jag ville gärna kartlägga deras skrivundervisning för att se om deras uppfattning stämde, men främst för att se hur meningsfull skrivundervisning kan formas som jämförelse. Läraren från min VFU-skola är en lärare som ständigt vidareutbildar sig och stärker sin profession som lärare. Hen arbetar även aktivt med att finna strategier som leder till en meningsfull skrivundervisning. Min undersökning visar att elevers utveckling stärks avsevärt av att arbeta i en social gemenskap, både sett till interaktionen lärare-elev eller interaktionen elev-elev. Det framgår i undersökningen att samtliga lärare arbetar med skrivundervisning som förespråkar par- eller gruppskrivande, vilket även framgår i forskningsbakgrunden att vara en positiv effekt för en meningsfull skrivundervisning. / The purpose of my survey is to find ways to create good conditions for students' writing development, based on the subject of Swedish focusing on writing instructions. The empirical data has been collected through qualitative methods and could, to a certain extent, be seen as an action research. The collected material includes educational plans, observations and qualitative interviews with three teachers as well as analysis of student’s texts. The material was then analyzed by using scientific models. I got in contact with the informants through my workplace or from former VFU schools (vocational education school). The interest in conducting the study of the two teachers from my workplace fell naturally because they have expressed that even though their work is based on the same educational plan, their methods differ. I would like to map their writing lessons to see if their own opinion is correct, but also to see how meaningful writing lessons can be formed as a comparison. The teacher from my VFU school is a teacher who continually trains and strengthens the profession as a teacher, and actively works to find strategies that lead to meaningful writing instructions. My study shows that student development is greatly enhanced by working in a social community, both seen as the interaction teacher-student or interaction student-student. It is apparent from the survey that all teachers work with writing instruction that advocates pair- or group writing, which also appears in the research background to be a positive effect for meaningful writing lessons.

Följande didaktiska studie har syftet att undersöka gymnasieelevers uppfattningar om svensklärares återkoppling i skrivprocessen. Förhoppningen med syftet är att urskilja eventuella utvecklingsmöjligheter inom formativ bedömning och skrivundervisning för svensklärare. Undersökningen har genomförts genom individuella intervjuer och fokusgruppsintervjuer med gymnasieelever, samt genom en enkät som har besvarats av gymnasieelever. En lärstrategi inom formativ bedömning om att ge effektiv återkoppling för att gynna lärandet appliceras på resultatet. Utöver det didaktiska perspektivet tillämpas även ett sociokulturellt perspektiv på skrivprocessen och återkopplingen, samt en teori om tre olika roller som lärare anses kunna inta när de ger återkoppling (Anson 1989). Resultatet visar att elevernas uppfattningar varierar, men majoriteten anser att återkoppling är viktigt för den egna utvecklingen och för att bli motiverad till fortsatt lärande. Återkopplingen förväntas innehålla information om vad som var bra i texten, vad som kan utvecklas i texten, hur de kan gå tillväga för att utveckla det samt nivå eller betyg. Förarbetet är den del i skrivprocessen som de flesta elever uppfattar som svårast. I likhet med tidigare forskning visar även resultatet att eleverna mestadels får återkoppling vid bedömning av den färdiga texten, samt att de skulle vilja ha återkoppling tidigare och arbeta med den i undervisningen. De önskar dessutom att få mer konkreta förslag på hur de ska kunna utvecklas. Det sociokulturella perspektivet visar att skrivundervisningen och det sociala mötet med läraren påverkar skribentens skrivutveckling i form av undervisningsinnehåll och möjlighet till muntlig återkoppling. Det finns även exempel i materialet som talar för alla tre olika roller kring lärares återkoppling. Baserat på elevuppfattningarna, och för att utveckla svensklärares formativa återkoppling, är slutsatserna för uppsatsen att svensklärare bör integrera återkopplingen mer i undervisningen och under skrivprocessen. I återkopplingen behöver de även fortsätta ge, eller börja att ge konkreta förslag på hur eleven ska gå tillväga för att utvecklas. / The following didactic study aims to investigate senior high school students' perception of Swedish teachers' feedback in the writing process. My purpose is to distinguish possible opportunities for improvement in formative assessment and writing teaching for Swedish teachers. A survey has been conducted through individual and focus group interviews with high school students, as well as a questionnaire that has been answered by high school students. A learning strategy in formative assessment of providing effective feedback to promote learning is applied to the result. In addition to the didactic perspective, a socio-cultural perspective is also applied to the writing process and feedback, as well as a theory of three different roles that teachers are considered to take when giving feedback (Anson 1989).  My result shows that the students' perceptions vary, but the majority believes that feedback is important for their own development and for staying motivated to continue learning. The feedback is expected to contain information on what was good in the student’s text, what can be improved in it and how to go about achieving this improvement, as well as information about the student’s level or grade. The preliminary work is the part of the writing process that most students perceive as the most difficult. As with previous research, the result also shows that the students receive the most feedback when assessing the finished text, and that they would like to receive feedback earlier on as well and work with it throughout the teaching. They also want more concrete suggestions on how they can improve. The socio-cultural perspective shows that both the writing instruction and social interactions with the teacher affect the writer's writing development in the form of teaching content and the possibility of oral feedback. There are also examples in the material that speak for all three different roles regarding teacher feedback. My conclusion is that in order to develop Swedish teachers’ formative feedback, they should integrate the feedback more into their teaching and during the writing process based on the student’s perceptions. In the feedback they also need to begin or continue to give concrete suggestions on how the student should proceed in order to improve.

Studien behandlar ämnet högläsning där syftet är att bidra med kunskap om hur förskoleklasslärare uppfattar arbetet med högläsning som ett pedagogiskt verktyg för elevers läs- och skrivutveckling. Utifrån syftet ställdes fyra forskningsfrågor: Hur beskriver förskoleklasslärare att de använder högläsning i undervisningen? Vilka hinder finns det med högläsning för elevers läs- och skrivutveckling enligt lärare i förskoleklass? Vilka möjligheter finns det med högläsning för elevers läs- och skrivutveckling enligt lärare i förskoleklass? Hur ser förskoleklasslärare på högläsning i relation till andra aktiviteter för att utveckla elevers läs- och skrivutveckling?       Synen på lärande i studien utgår från det sociokulturella perspektivet. Genom samspel mellan elever samt mellan elever och lärare kan kunskap utvecklas. Både kvantitativ och kvalitativ undersökning har använts genom en enkätundersökning och intervjuer. I enkäten deltog 75 lärare och i intervjuerna deltog fem lärare. I analysen av datainsamlingen användes kodning av nyckelord och tematiseringsarbete för att kunna besvara studiens forskningsfrågor. Resultatet visar att förskoleklasslärare ser högläsning som ett viktigt och kompletterande pedagogiskt verktyg för elevers läs- och skrivutveckling, där både möjligheter och hinder identifierades. De möjligheter som framkom var språkutveckling, läs- och skrivlust samt förståelsearbete för texter. De hinder som lärarna sade var främst anpassning till elevgruppers nivåskillnader i relation till språk, kunskap och skolmognad samt fånga elevers intresse för att skapa engagemang för högläsningen. / The study deals with the topic reading aloud where the aim is to contribute knowledge of how pre-school class teachers perceive the work of reading aloud as a pedagogical tool for pupils' reading and writing development. To achieve this purpose four research questions were used:  How do pre-school class teachers describe that they use reading aloud in teaching? What are the obstacles with reading aloud for students reading and writing development according to pre- school class teachers? What opportunities are there with reading aloud for students reading and writing development according to pre-school class teachers? How do pre-school class teachers view reading in relation to other activities to develop students' reading and writing development? In this study, the view of learning is based on the sociocultural perspective. Through interaction between pupils and between pupils and teachers knowledge can be developed. To collect data for this study, both a quantitative and a qualitative method were used. Data was collected through a survey and interviews. In the survey, 75 teachers participated, and in the interviews five teachers participated. In the analysis of the data, coding of keywords and thematic work was used to answer the study's research questions. The result shows that teachers in pre-school class view reading aloud as an important and complementary pedagogical tool for pupils reading and writing development. Furthermore, both opportunities and obstacles were identified. The opportunities were language development, desire to read and write and working with understanding texts. The obstacles that the teacher mentioned were mainly difficulties in adapting to the pupils’ level differences related to language, knowledge, school maturity and to interest as well as involve pupils in reading aloud activities.

<p>Keystroke logging records keyboard activity during writing. Time and position of all keystrokes are stored in a log file, which facilitates detailed analysis of all pauses, revisions and movements undertaken during writing. Keystroke logging further includes a replay function, which can be used as a tool for reflection and analysis of the writing process. During writing, writers continuously plan, transcribe, read, and revise in order to create a text that meets with their goals and intentions for the text. These activities both interact and trigger one another.</p><p>This thesis includes studies in which keystroke recordings are used as bases for visualisation of and reflection on the cognitive processes that underlie writing. The keystroke logging methodology is coupled with Geographical information systems (GIS) and stimulated recall in order to enhance the understanding of keystroke logged data as representations of interacting cognitive activities during writing. Particular attention is paid to writing revision and a taxonomy for analysis of on-line revision is proposed. In the taxonomy, revisions made at the point of inscription are introduced as ‘pre-contextual’ revisions, and highlighted as potential windows on cognitive processing during transcription. The function of pre-contextual revisions as revisions of form and concepts was ascertained in an empirical study, which also showed that 13-year-old writers revised more form and concepts at the point of inscription when they wrote in English as a foreign language (EFL) than in Swedish as a first language (L1).</p><p>In this thesis, a learning method, Peer-based intervention (PBI), is introduced and examined through case studies and statistical analysis. PBI is based on theories about cognitive capacity, noticing, individual-based learning and social interaction. In PBI, the keystroke-logging replay facility is used as a tool for reflection on and discussion of keystroke logged data, i.e. representations of cognitive processes active during writing. In the studies presented in this thesis, teen-aged and adult writers’ texts, written before and after PBI, were analysed according to text quality and revision. Descriptive and argumentative texts in both L1 and EFL were included in the studies. The results showed that PBI raised adult and teen-aged writers’ awareness of linguistic and extra-linguistic features, and that the effect varied across levels of learner ability, text type and language.</p>

Keystroke logging records keyboard activity during writing. Time and position of all keystrokes are stored in a log file, which facilitates detailed analysis of all pauses, revisions and movements undertaken during writing. Keystroke logging further includes a replay function, which can be used as a tool for reflection and analysis of the writing process. During writing, writers continuously plan, transcribe, read, and revise in order to create a text that meets with their goals and intentions for the text. These activities both interact and trigger one another. This thesis includes studies in which keystroke recordings are used as bases for visualisation of and reflection on the cognitive processes that underlie writing. The keystroke logging methodology is coupled with Geographical information systems (GIS) and stimulated recall in order to enhance the understanding of keystroke logged data as representations of interacting cognitive activities during writing. Particular attention is paid to writing revision and a taxonomy for analysis of on-line revision is proposed. In the taxonomy, revisions made at the point of inscription are introduced as ‘pre-contextual’ revisions, and highlighted as potential windows on cognitive processing during transcription. The function of pre-contextual revisions as revisions of form and concepts was ascertained in an empirical study, which also showed that 13-year-old writers revised more form and concepts at the point of inscription when they wrote in English as a foreign language (EFL) than in Swedish as a first language (L1). In this thesis, a learning method, Peer-based intervention (PBI), is introduced and examined through case studies and statistical analysis. PBI is based on theories about cognitive capacity, noticing, individual-based learning and social interaction. In PBI, the keystroke-logging replay facility is used as a tool for reflection on and discussion of keystroke logged data, i.e. representations of cognitive processes active during writing. In the studies presented in this thesis, teen-aged and adult writers’ texts, written before and after PBI, were analysed according to text quality and revision. Descriptive and argumentative texts in both L1 and EFL were included in the studies. The results showed that PBI raised adult and teen-aged writers’ awareness of linguistic and extra-linguistic features, and that the effect varied across levels of learner ability, text type and language.

This study aimed to examine the relationship between teacher written feedback and change in the writing of tertiary students in their final year of undergraduate study through investigating: (i) the characteristics of final year undergraduate tertiary students’ texts prior to receiving feedback; (ii) the way these characteristics change after written feedback is given; and (iii) the relationship between the changes made and the types of feedback given. The study examined student texts and teacher written feedback that arose naturally out of a third year disciplinary-based unit in which the students each submitted a text three times over the course of a semester, each time receiving feedback and a mark prior to rewriting and resubmitting. Two in-depth non-quantitative analyses were conducted: one analysing the characteristics of each of the students’ texts and how these changed over the course of the process, the other analysing the relationship between the different types of feedback and the changes that occurred in the subsequent text. The analysis of the students’ texts and their changes covered: (i) coherence; (ii) the sources used and the manner in which these were cited and referenced; (iii) academic expression and mechanics; and (iv) additional expectations and requirements of the writing task. These characteristics and their changes were related to the instructional approaches to which all the students had been exposed in their first, second and third year studies. The analysis shows that, on their own accord, the third year students were able to produce a range of generalisable characteristics reflecting the “basics” in writing and demands specific to the tertiary context that had been revealed through the instructional approaches used. The problems in the students’ texts were mainly related to (i) executing and expressing the specific requirements of the task and (ii) their reading of the social context. Most of the changes in the texts were related to the feedback given. Some of these changes directly resolved problems, however, others did not. Some changes occurred to accommodate other changes in the text and some were made to satisfy a demand of the lecturer sometimes resulting in a problem that did not present in the previous text. These findings enabled insights to be drawn on two major views of tertiary student writing: the deficit view in which the problems in student’s texts are seen to be due to a lack of “basic skills”; and the view that students’ problems arise due to the new demands of the tertiary context. The study found that the deficit view and the “new demands” view were unable to explain all the characteristics of the students’ texts and their changes. Arising out of these findings, this study proposes that the characteristics of a student’s text show the end result of how that student negotiated and integrated his/her understanding of form, content and contextual demands at the time of writing. In analysing the relationship between the different types of feedback and the changes that occurred, the feedback was categorised according to the issue that was being addressed, the manner in which it was given, and its scope. The different types of feedback were directly related to the changes that occurred in the students’ subsequent rewrites. The analysis shows that clear direct feedback on which students can act is strongly related to change where it (i) addresses characteristics that could be readily integrated into the existing text without the need to renegotiate the integration of form, content and contextual demands OR (ii) addresses characteristics and indicates to students how to negotiate the integration between form, content and contextual demands where integration in the text needs to change. In addition, the analysis shows that change is further influenced by the balance between the various individual points of feedback and the degree to which they reinforced each other. The findings from both analyses in this study show that the use of feedback that is strongly related to change can improve the writing of all students beyond what they learn through other instructional approaches to writing.

Syftet med denna avgränsade systematiska forskningsöversikt är att studera de senaste fem årens evidensbaserade undervisningsmetoder för skrivutveckling. Syftet är också att studera hur sambandet mellan skrivutveckling, arbetsminne och självförmåga ser ut, samt dess konsekvenser för skrivundervisningen. Målgruppen är högstadie- och gymnasieelever som kämpar med skrivandet i skolan, så kallade struggling writers. Föreliggande studie består av åtta forskningsstudier som undersöker evidensbaserade effektiva skrivstrategier. Studierna är utvalda och avgränsade utifrån bestämda inkluderings- och exkluderingskriterier. Analys och tolkning sker både med utgångspunkt i Banduras social kognitiva teori samt utifrån aktuell forskning inom fältet. Resultatet visar att effektiva skrivundervisningsmetoder ger stöd för arbetsminnet och utvecklar skrivförmågan genom välstrukturerade strategier som även ger visuellt stöd. Därutöver innefattar undervisningsmetoderna medvetenhet om lärandet som social aktivitet vilket betonar goda relationer, konstruktiv feedback samt stöttande lärare som utgår från explicita metoder. Resultatet visar också att elevernas skrivförmåga förbättras när man lägger vikt vid att arbeta med deras tankesätt och självförmåga. / The aim of this limited systematic research review is to study evidence based teaching methods for writing, over the last five years. The aim is also to study the link between writing development, working memory and self-efficacy, and the consequences of such a linkage. The target group are struggling writers in late elementary and high school that experience difficulties in writing composition.   The present study consists of eight research studies on effective writing strategies, selected and limited by certain inclusion and exclusion criteria. The analysis and interpretation are carried out from the perspective of Bandura’s social cognitive theory, as well as from previous research in the field. The result shows that effective teaching methods for writing support students’ working memory and writing skills through well-defined structures and visual support. Furthermore, the methods include awareness of learning as a social activity which emphasises good relations, constructive feedback and supportive teachers using explicit methods. The result also suggests that when addressing students’ mindset and supporting their self-efficacy, writing proficiency improves.

Syftet med studien är dels att undersöka åtta elevers erfarenheter och uppfattningar av den formativa återkoppling som de upplever sig ha fått på sina texter i svenska 1, och dels analysera om elevernas upplevelser skiljer sig beroende på om de läser ett yrkes- eller studieförberedande program. Studien har tagit utgångspunkt i det sociokulturella perspektivet med en fenomenografisk ansats och insamlingsmetoden har bestått av semistrukturerade intervjuer. En innehållsanalys gjordes av materialet med hjälp av mid-range coding, vilket innebär att både induktiv och deduktiv metod har använts. Resultaten visar att sju av åtta elever generellt har positiva erfarenheter och uppfattningar av formativ återkoppling, men fem av dem saknar antingen tydliga mål, konkret återkoppling eller ett individanpassat stöd för sin skrivutveckling. Resultaten visar också att elevernas uppfattningar skiljer sig beroende på om de studerar på ett yrkes- eller studieförberedande program, bl.a. genom lärarnas sätt att stödja dem, möjligheten till muntlig återkoppling, samt användandet av betyg och bedömningsmatriser.

Denna studie har till uppgift att undersöka hur lärare och föräldrar ser på klassbloggen som redskap i den tidiga läs- och skrivinlärningen, i syfte att visa på vilket sätt arbetet med blogg kan bidra till att uppfylla kunskapskraven i Lgr 11.   Undersökningen gjordes via webbenkäter. Dessa delades ut till åtta lärare som arbetar med elevaktiva bloggar. Dessutom besvarades enkäter av föräldrarna i tre av dessa klasser. Av studien framgår att enligt lärarna bidrar bloggen till att eleverna uppnår kunskapskraven med avseende på läsande och skrivande på ett lustfyllt sätt. Vidare upplevs det positivt att språkets struktur och nät- etikett kan behandlas i ett verklighetsbaserat sammanhang. Att publicera sina arbeten gör eleverna mer noggranna i sitt arbete eftersom det upplevs som viktigt att bli uppfattad på rätt sätt.   Klassbloggen ger eleverna goda möjligheter att utveckla digital kompetens och att använda olika slags texter och skilda medier då de uttrycker sig.    Föräldrarna värderar inte bloggen som läsinlärningsverktyg i samma utsträckning som lärarna. Föräldrarna anser däremot att kunskaper om digitala verktyg är positivt för barnen och uppskattar den insyn de får i skolvardagen genom bloggen. / Abstract The purpose of this study was to show how blogs can be used as a method in teaching reading and writing, according to teachers and parents at primary school in Sweden. The aim also was to see how blogs can contribute to implement knowledge standards for reading and writing. The study is based on surveys with eight teachers working with blogs that involve pupils. In addition, surveys were made with parents of three of these classes. The study has shown that working with blogs leads to implement knowledge standards for Swedish of the curriculum for the compulsory school. Teachers in this study find that teaching with blogs makes pupils motivated and that spelling and net-etiquette can be discussed in reality-based context. When student publish their work it makes them more critical as they wish to be understood correctly.  Blogs in education give good opportunities for pupils to develop digital competence and to use different kind of texts and media in order to express themselves. Parents do not value blogs as a way to acquire reading knowledge in the same way teachers do. On the other hand, parents find good digital competence positive for their children and they value the insight they get in daily schoolwork.