<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.

This article uses a discursive lens to illuminate how writing and the writing child is constructed in different texts since the nineteenth century. The concept ‘image’ is used as an analytical tool to gain perspective on dominant ideas about children as writers and their educational writing practices. These images are produced in educational practices, theories of writing, societal conceptions and didactic models, which together are referred to as a formation. The article ends by reflecting upon what consequences may be seen if taking a critical child perspective. The article provides an analysis against which writing teachers, teacher educators and researchers can gain a perspective on dominant ideas about young writers and their educational writing practices.

Regarding class transovers, there is a common problem when teachers of the first grade take over a new class. The problem is that the new teachers do not receive enough information about the pupils’ earlier knowledge from their development in school. It is also known that the writing education is one of the most important duties for teachers to teach pupils. The ability of writing thoughts into words is a source of communication between the writer and the reader. An undeveloped writing ability will cause a lack of communication for the pupils. The purpose of this study is to examine how individualizing is done at the transitions from pre-school to first grade. The study also explores how and with which methods teachers work with an individualized writing education in the subject Swedish in first grade. The study will also examine the possibilities and difficulties that can occur at an individualized writing education. I prepared three following questions to answer the aim of this study: How does the individualizing in class transfers look like from pre-school to first grade? How and with which methods teachers individualize the writing education in first grade? Which possibilities and difficulties can occur with an individualized writing education? The study is based on interviews with four pre-school teachers and four first grade teachers to get answers for this study’s aim. The study is also based on theories about transfers and individualized education. The results showed that pre-school teachers and first grade teachers do not have a clue about how the other teacher works with the pupils. The study shows that first grade teachers do not receive the information they need to individualize the education for the pupils. The results also show that all the teachers have a positive attitude to individualizing in the education, but are unable to plan individualized lessons and assignments for each student because of their lack of time and big classes.

The aim of this diploma thesis is to introduce the reader to a new writing model Comenia Script and the results of its establishing during the first years of a school attendance. The theoretical part deals with a developement of a script, a characteristic of a cursive Latin alphabet writing and Comenia Script and a contemporary education of a first-year writing. In the practical part the findings gathered during the participant observation of the entrusted sample of respondents were analysed and the questionnaire survey focussed on attitudes of involved pupils' parents was evaluated.

Submitted by Suelen Reis (suziy.ellen@gmail.com) on 2013-05-15T13:25:24Z No. of bitstreams: 1 Tese Claudia Moreira.pdf: 2433230 bytes, checksum: 6409815ac6938e00cc2b511ed2808665 (MD5) / Approved for entry into archive by Alda Lima da Silva(sivalda@ufba.br) on 2013-05-16T17:52:34Z (GMT) No. of bitstreams: 1 Tese Claudia Moreira.pdf: 2433230 bytes, checksum: 6409815ac6938e00cc2b511ed2808665 (MD5) / Made available in DSpace on 2013-05-16T17:52:34Z (GMT). No. of bitstreams: 1 Tese Claudia Moreira.pdf: 2433230 bytes, checksum: 6409815ac6938e00cc2b511ed2808665 (MD5) Previous issue date: 2009 / Este trabalho tem como objetivo central investigar a influência da estrutura silábica sobre a aquisição da leitura por crianças e adultos que se encontram em fase de alfabetização escolar. Quatro variáveis relacionadas ao processamento silábico foram consideradas: a) o padrão silábico; b) a acentuação; c) a posição da sílaba na palavra; d) as estratégias de leitura. Os dados foram obtidos através de pesquisa de campo e experimental, desenvolvida ao longo do ano letivo de 2006, em duas escolas públicas da cidade de Salvador. Participaram da pesquisa ao todo 29 informantes, 17 crianças (G1) e 12 adultos (G2). Realizaram-se quatro sessões de leitura de palavras e pseudopalavras com cada sujeito, em encontros periódicos ao longo do ano. Os testes de leitura foram aplicados através de um aplicativo denominado APPTL − Aplicativo para Teste de Leitura, elaborado especialmente para essa tarefa. As leituras foram gravadas em áudio e vídeo. Os resultados mostraram que a estrutura silábica da palavra exerce uma influência significativa sobre o nível de acertos na leitura de palavras e sobre o tipo de estratégia utilizada pelos sujeitos. As palavras formadas pela sílaba CV obtiveram o maior índice de acertos, e, conseqüentemente, a maior ocorrência de estratégia proficiente durante sua leitura; numa posição intermediária, ficaram as palavras constituídas de sílabas CVC; e por fim, as palavras formadas por sílabas CCVC foram as que obtiveram menos acertos, e, em conseqüência, demandaram o uso das estratégias menos proficientes. Quanto à acentuação, as palavras paroxítonas foram lidas com maior número de acertos, seguidas das proparoxítonas e oxítonas. No que diz respeito à posição da sílaba na palavra, as sílabas complexas foram processadas com mais acertos quando se encontravam na posição inicial, seguida da posição interna e final. Os resultados apresentados pelas crianças (G1) foram semelhantes aos ocorridos com os adultos (G2), o que permite concluir que crianças e adultos têm um comportamento similar no que tange ao processamento da sílaba na fase inicial de aquisição da leitura. Tais achados implicam que sejam revistos os métodos de alfabetização oferecidos a crianças e adultos, no sentido de promover um tratamento mais sistemático da sílaba na escola, o que implica uma abordagem que leve mais em consideração a relação entre leitura e oralidade. / Salvador

This is a praxis-oriented case study of written language activities in Forms 1–5 in the nine-year Swedish compulsory school. The emphasis is on pupils at risk of de­veloping reading and writing disabilities. The aim of this study is to analyse the factors underlying successful reading and writing education and the pedagogical conditions promoting re­flective didactic skills, focusing on the students’ develop­ment of reading and writing abili­ties. The praxis-oriented approach is expressed by means of working with classroom ob­servat­ions and reflective communication with the teachers. Four classes at the junior and intermedi­ate levels of the nine-year compulsory Swedish school have been studied for two years. Both the schools and the teachers have been chosen strategically. Quantita­tive and qualitative data indicate that the selected schools have special qualifications. The teachers were chosen because they have proved particu­larly successful in devel­oping reading and wri­ting abilities of their pupils, including those with docu­mented reading and writing disabilities. Reports from the National Swedish Agency for Education, as well as large inter­na­t­ional surveys, indicate that the consensus concerning reading and writing edu­cation achieved by science during the past decade has had very little impact on everyday class­room activities. One of the underlying questions is how research re­sults are suc­cessfully implemented in everyday school work. The results show that the teachers use a wide variety of methods in response to the wide variety of students´ requirements. The lessons are characterized by in­tense activity on the part of both teacher and pupils, and of a high level of interac­tivity in communi­cation, reading, writing and counting. A surprising pattern is that the teach­ers very consciously work with oral presentation in various topics and genres. This gives students with reading and writing difficulties an op­portunity to succeed. The instruction is notable for being well-structured, with a balance between form and function, a high level of challenging tasks and visibilization of individual pro­gress. The special needs education aspect of the instruction appears in the te­achers’ abilities to arrange pedagogical situations in which a wide variety of abilities can be expressed and developed. The teachers show a positive belief in their stu­dents and strive to make them successful in a social context. This study indicates the importance of a solid theoretical background, enabling the te­acher to identify the developmental stage the student is at and to adapt the instruction accordingly. Another important factor is the ability of the teacher to in­stantly see and grasp pedagogical opportunities and to interpret and utilize the diag­nostic signals in the classroom. One im­portant conclusion is that reading and writing education, in order to be successful, must be viewed in a context of lan­guage development as a whole, involving both its oral and its writ­ten aspects. This study also demonstrates that research results are perceived as more acces­si­ble and relevant by the teachers when the researchers’ focus is on applied peda­gog­ics, al­lowing theory and practical applications to interact. This opens up the possi­bility of es­tablishing and incor­porating scientific theories on learning in every­day, practical school work. / Detta är en longitudinell studie som tar sin utgångpunkt i Tjernbergs magisterstudie (Tjernberg, 2007). Detta innebär att vissa avsnitt från denna återfinns i licentiatavhandlingen, främst i de teoretiska utgångspunkterna och metodavsnittet. (Denna not tillfogades 20121201.)

Syftet med den här studien är att ge en överblick av den forskning som gjorts om digitala verktyg i anknytning till skrivundervisning i mellanstadiet. Studien är en systematisk litteraturstudie som undersöker vilka digitala verktyg som inkluderas i skrivundervisning och vilka fördelar och nackdelar dessa har. Multimodala digitala verktyg är vanligt att inkludera i undervisningen enligt forskningen men även traditionella skrivprogram med inbyggd rättstavning. De multimodala digitala verktygen motiverar elever till att skriva och gör det möjligt för dem att knyta skrivprocessen till sina egna intressen. Rättstavningsprogrammen hjälper elever i skrivprocessen genom att stava rätt till svåra ord. På så sätt flyter skrivandet på lättare utan att elever fastnar vid stavningen. Rättstavningen kan även bli ett hinder i elevers skrivutveckling. Ibland sker felrättningar av ord som kan skapa förvirring. Digitala verktyg kan ibland bli ett hinder för elever i skolan då datorspel och sociala medier är mer intressant för dem än skolarbetet. Det är därför viktigt att inkludera digitala verktyg på ett eller annat sätt i undervisningen för att motivera eleverna. Digitala verktyg som påminner om datorspel eller sociala medier som elever håller på med på fritiden visar forskningen är motiverande för eleverna. Detta påverkar deras skrivutveckling till det bättre. Det viktigaste enligt forskningen är däremot att lärare besitter den digitala kompetens som krävs för att undervisa med hjälp av digitala verktyg.

This thesis analyses the historical development of Czech elementary reading and writing textbooks from 1900 to 1999. It comes from the listing of the elementary reading and writing methods from the beginning to the present, it continues with the description and the evaluation of the most of textbooks used in the last century and tells the life stories of main authors. In the conclusions it follows the changes in the character of the textbooks and of the reading education. Key words reading, reading education, writing education, reading textbooks, first books

The aim of this study is to analyse the factors underlying successful reading and writing education and the educational conditions promoting reflective didactic skills, focusing on the students’ develop­ment of reading and writing abilities. Large international surveys indicate that the consensus concerning read­ing and writing education achieved by science during the past decade has had limit­ed impact on class­room activities. Thus, an underlying question is how research results can be implement­ed in every­day schoolwork. This study uses a praxis-oriented approach by working with classroom observations and reflective communication with teachers about learning processes and pedagogical methodology. The importance of the teachers having a solid theoretical background is underlined since it enables them to identify the students’ developmental stage, to adapt the instruction accordingly and to instant­ly grasp pedagogical opportunities to interpret and utilize the diagnostic signals. Another conclusion is that successful reading and writing education must be viewed in a context of language develop­ment as a whole, involving both its oral and its written aspects. This study also demonstrates that re­search results are perceived by teachers to be more accessible and relevant when the focus is on applied peda­gogics, allowing theory and practical applications to interact. The teachers’ professional development is shown to be an on-going, interactive, social process in which organisation, time and communicative meetings play an important part. Abduction proves to be an effective learn­ing strategy in the development of professional competence whereby academic know­ledge and on-the-spot know-how are allowed to coalesce in practically useful know­ledge. The study’s praxis-oriented approach has made it possible to define the teachers’ experience-based know­ledge at the same time as the theoretical knowledge in the field has developed. This opens up possibilities for scientific theories to establish themselves in practical school work. / <p>En bearbetad version av Catharina Tjernbergs avhandling, med titeln "Framgångsrik läs- och skrivundervisning: en bro mellan teori och praktik", ISBN 9789127137387, finns utgiven på förlaget Natur och kultur 2013.</p>