<p>The aim of this study is to contribute to a better understanding of the syllable as an alternative to the phoneme at the basic reading and writing. This report is based on a qualitative analysis of Håkanstorp school´s approach to the basic reading and writing in class. Their approach to reading and writing is controversial, as it is based on the syllable instead of the phoneme, as usual in the traditional reading and writing. The education result, I have found, is that the syllable leads to a very clear and structured working procedure, which ultimately leads to class teachers being able to work from a diagnostic approach. This structure, with many parts of the course helps educators to clearly follow what level students are at. From this teachers clearly see the differences that should be acknowledged and steps that may need to be taken to move on, educators say themselves that this approach provides an educational security. From my theoretical studies, I have concluded, that the syllable is a natural entity included in the spoken language. At student level, recognition of the syllable unit leads to a natural link from the spoken language to the written language - in which students themselves are developing their phonological awareness.</p>
| Identifer | oai:union.ndltd.org:UPSALLA/oai:DiVA.org:umu-34279 |
| Date | January 2010 |
| Creators | Sandström, Marita |
| Publisher | Umeå University, Department of Child and Youth education, Special Education and Counselling (BUSV) |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, text |
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