The purpose of this paper is to examine how teachers choose to work with the teaching of reading and writing skills, how teachers justify their choice of teaching method and how the documentation of student development is being used. This paper also discusses the definition of reading and writing, phonological awareness and how different reading- and writing educational methods can be combined. The gathering of information has been done through a literature review in which I have looked at past research on reading and writing. I have also conducted qualitative interviews with teachers involved in literacy learning. The result of my research shows that it is not possible to determine which literacy learning methods that are most effective. The choice of method is influenced by a variety of factors: what needs the students of a class have, the resources available at school and what form of training the teacher has. My informants have chosen different elements from the various methods to meet their students' needs. It is useful to document a reading development to get a clearer picture about whether a student will reach the goals or not.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:kau-6578 |
| Date | January 2010 |
| Creators | Wennberg, Martin |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
Page generated in 0.0031 seconds