A lack of skill in particular component skills has been hypothesised as a cause of learning delays in children and this has been found to be the case in previous studies of reading delays (Smith, 2007; Williams, 2002). The present study explored this hypothesis with regard to the development of mathematical skills. The aim of the present study was to investigate whether the delays of children who are delayed in mathematical development are in part due to a lack of skill, particularly a lack of fluency, in particular component skills. Performance on several component skills was investigated: The ability to read and write numbers, to recognise quantities and equality, and to perform simple and more complex operations. Performance of each of these skills was compared in two groups of Year 4 and 5 (8-9 year old) children: a group of typically developing children and a group of children showing delayed development in mathematics. Children whose mathematical development was delayed were likely to be less fluent at performing each of the component skills tested than children whose development was typical. Additionally, children whose development was delayed were more likely to have low levels of fluency in several of the component skills. The results of the present study highlight the importance of building component mathematical skills to fluency.

Under vår utbildning till lärare i tidiga åldrar har vi fått kunskap om läsningens betydelse för språk-, läs- och skrivutveckling. I anslutning till vår verksamhetsförlagda utbildning har vi erfarit att individuell läsning och högläsning är ett vanligt inslag i undervisningen. Vi har sett att lärare oftast har som syfte och mål att generera kunskap när det gäller elevers individuella läsning och högläsning. Vår nyfikenhet på hur elevers läsvanor och upplevelser av litteratur i tidiga skolår uppkom då vi stött på flera studier som behandlar området ur ett lärarperspektiv. Vi fann det dock mer intressant att se ur ett elevperspektiv eftersom man behöver gå till primärkällan, eleven, för att kunna utveckla och utforma undervisningen på ett stimulerande sätt för eleven. Tidigare forskning har bland annat kommit fram till att det är betydelsefullt att elever får läsa individuellt dagligen om sådant som intresserar dem. Även högläsningen är en viktig del i undervisningen, både för äldre och yngre elever. Med utgångspunkt i detta är vårt syfte formulerat; Syftet med vår studie är att undersöka elevers läsvanor och upplevelser av litteratur i tidiga skolår.   Vi har använt oss av en kvantitativ enkätstudie som lade grunden till utformningen av den efterföljande kvalitativa studien där intervju användes som metod. Vår avsikt var att jämföra elevers läsvanor och upplevelser av litteratur utifrån variablerna kön, ålder och läsförmåga. Av resultatet framkom att elever har en positiv inställning till läsning och de vill gärna läsa mer. Studien visar också att högläsning är ett vanligt förekommande i både årskurs 2 och årskurs 5 trots att litteratur visar att högläsning avtar med stigande ålder. Innan vi genomförde vår studie hade vi en föreställning om att individuell läsning (bänkboksläsning) ofta används som tidsutfyllnad. Detta styrks delvis i vår studie då respondenterna i årskurs 5 uppger att de ofta får läsa när de får en stund över. Andra slutsatser som framkom i vår studie är att eleverna läser individuellt flera gånger i veckan men uppföljning av denna läsning är sällsynt. Både i årskurs 2 och årskurs 5 läser läraren högt för eleverna flera gånger i veckan men det är dock vanligare att eleverna i årskurs 5 läser högt för varandra i jämförelse med årskurs 2. I diskussionen lyfter vi bland annat att läraren har en betydande roll för elevers läsvanor då han eller hon är deras läsande förebild i klassrummet. / During our education to become teachers in the early ages we have gained knowledge about the importance of reading for the language development and also for the read - and typing development. In connection to our practical education with children we have seen that individual reading and reading aloud is commonly anticipated when teaching. Most often teachers have a purpose with reading, which is for the pupils to generate knowledge. Our curiosity about children’s reading habits and literature experiences in early ages developed after having encountered several studies about the subject from a teacher’s point of view. Although we found it more interesting to look at it from the pupil’s perspective, since one has to go to the primary source, the pupil, to be able to develop and create the tutoring in a stimulating way. Past research in the area shows among others that it is important for pupils to read individually each day about things that are at interest to them. Reading aloud is an essential part of the tutoring as well, both for younger and older pupils. With these facts in mind, we could form an objective of this study; To research the reading habits and literature experiences of pupils in the early ages at school.   We have used a quantitative questionnaire study that laid the foundation for the design of the subsequent qualitative study where interview was used as a method. Our intention was to compare students' reading habits and experiences of literature based on the variables gender, age and literacy. The results show that students have a positive attitude to reading and they would like to learn more. The study also shows that reading aloud is a common practice in both years 2 and 5 although the literature shows that reading aloud subsides with age. Before we implemented our study, we had an idea of the individual reading (bench book reading) often is used as time filler, and a part of our study confirms this thought since the respondents in year 5 said that they often read when they get a moment over. Some other conclusions that were made from our study are that the pupils do read several times per week, but this reading is rarely followed up.  Both in classes 2 and 5 the teacher reads aloud to the pupils numerous times per week, although it is more common that the pupils in class 5 read aloud to each others compared to the ones in class 2. In the discussion of this study we, among other things, emphasize the role of the teacher when it comes to the reading habits of the pupils, as he or she is their role model of reading in the classroom.

This study aimed to examine the effectiveness of video self-modelling (VSM) and the iPad application (Fast Fact Math, FFM) interventions on a group of Year 5 students to increase their knowledge of basic number facts. This study also aimed to measure the intervention group’s self-efficacy levels (Patterns of Adaptive Learning Scales, PALS) before and following the interventions. Participants were drawn from a decile 9 primary school in a suburban area (teaches Year 1 to Year 6). The Test (pre-, mid-, and post-test phases) were administered by a class teacher to all Year 5 students. Following consultation with the teacher, eight students whose scores fell below the 25th percentile were invited to participate in the study. The intervention group took a specific level test to ascertain their basic number facts performance on all four operations (addition, subtraction, multiplication, and division). The videos and the FFM app were personalised to each intervention group’s members in an effort to elicit from the errors that they made on specific level test. At the completion of each intervention sessions, session probes were conducted. Meanwhile, the researcher gave a self-efficacy test (PALS) to the participants before and following intervention phases. Results showed that, although more than half of the intervention group increased their basic number fact performance level following the interventions, their overall self-efficacy rating on PALS did not change. Results also showed that VSM is a time-efficient and rapid learning method to use with the intervention group as opposed to the iPad app, which took two times longer to complete a session. Further areas of study are suggested.

<p>Syftet med studien är att se hur upprättade åtgärder överensstämmer med resultatet på det nationella provet i svenska i skolår 5, samt att studera vilken typ av åtgärder som nedtecknats. Syftet är också att granska specialpedagogens roll vid arbetet med de elever som inte nådde målen. De teoretiska ramar vi valt för denna studie baserar sig på författares och forskares böcker och forskningsresultat vilka behandlar ovanstående ämne. För att utföra denna studie har vi intervjuat två lärare och två specialpedagoger på två olika skolor och i två olika klasser. I de två klasserna finns tio elever i behov av särskilt stöd. De dokument vi använt oss av är nationella provet i svenska i skolår 5 och åtgärdsprogrammen för dessa elever. Vår studie visar att det finns mycket få brister i överstämmelsen mellan de åtgärder eleverna erhållit och de svårigheter de uppvisat på provet.</p> / <p>The purpose of this study is to examine if actions written down in the action program is consistent with the results pupils reach in the national sample in Swedish in school year 5 and to study what sort of actions teachers write down. The purpose is also to find out what roll the special teacher has in the work with the pupils that did not pass the national sample. The theoretical framework we have chosen for this study is based on the writers and researchers, books and researches which deals with the above topic. To perform this study, we interviewed two teachers and two special educators in two different schools and in two different classes. In the two classes are ten pupils in need of special support. The documents we made use of are the national sample in Swedish in school year 5 and action programs for these pupils. Our study shows that there are very few shortcomings in consistency between the actions the students received and the difficulties they have shown in the sample.</p>

Syftet med studien är att se hur upprättade åtgärder överensstämmer med resultatet på det nationella provet i svenska i skolår 5, samt att studera vilken typ av åtgärder som nedtecknats. Syftet är också att granska specialpedagogens roll vid arbetet med de elever som inte nådde målen. De teoretiska ramar vi valt för denna studie baserar sig på författares och forskares böcker och forskningsresultat vilka behandlar ovanstående ämne. För att utföra denna studie har vi intervjuat två lärare och två specialpedagoger på två olika skolor och i två olika klasser. I de två klasserna finns tio elever i behov av särskilt stöd. De dokument vi använt oss av är nationella provet i svenska i skolår 5 och åtgärdsprogrammen för dessa elever. Vår studie visar att det finns mycket få brister i överstämmelsen mellan de åtgärder eleverna erhållit och de svårigheter de uppvisat på provet. / The purpose of this study is to examine if actions written down in the action program is consistent with the results pupils reach in the national sample in Swedish in school year 5 and to study what sort of actions teachers write down. The purpose is also to find out what roll the special teacher has in the work with the pupils that did not pass the national sample. The theoretical framework we have chosen for this study is based on the writers and researchers, books and researches which deals with the above topic. To perform this study, we interviewed two teachers and two special educators in two different schools and in two different classes. In the two classes are ten pupils in need of special support. The documents we made use of are the national sample in Swedish in school year 5 and action programs for these pupils. Our study shows that there are very few shortcomings in consistency between the actions the students received and the difficulties they have shown in the sample.