Abstract This study examines intensive training with repeated reading, compared to intensive training in morphological knowledge among pupils who experience reading difficulties in grade 4. The focus is on decoding ability, spelling and word comprehension. The study is conducted in two different municipalities with a total of 23 pupils from two schools. The pupils are divided into two different groups at each school, where half of the pupils took part in an intervention group with morphological awareness practice. While the other half belonged to a control group with the repeated reading method. The intervention was conducted for 2 weeks, 5 days a week, including pre-tests and post-tests. The results of this two-week intervention study show no measurable effects regardless of method. However, the results indicate that the intensive practice seems to yield a minor effect although it only went on for a short period of time. In conclusion, even a two-week intensive practice might produce a positive effect on four graders’ decoding ability.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:umu-202282 |
| Date | January 2023 |
| Creators | Hörnkvist, Pia, Lindgren, Carina |
| Publisher | Umeå universitet, Institutionen för språkstudier |
| 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 |
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