In today’s school, reading difficulties are a common problem which must be attended to at an early stage for the good of the pupils. The aim of the study was to investigate how ten teachers describe their teaching strategies for pupils with reading difficulties in grades 1–3. Motivation is also examined as a central part of the study. To answer the questions posed by the study, interviews were conducted, compiled and analysed on the basis of sociocultural and motivation theories. Previous research serving as a foundation for discussion concerned early literacy, reading difficulties, perspectives on learning to read, and the teacher’s role. The conclusions that can be drawn from the results show that it is essential for the teacher to find the right level for all pupils, and the teacher should be there all the time as a support for pupils with reading difficulties. The teacher also needs to find a balance between inner and outer motivation so that the pupils will feel interested in reading.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:lnu-65506 |
| Date | January 2017 |
| Creators | Cronsioe, Charlotte, Wirzén, Isabelle |
| Publisher | Linnéuniversitetet, Institutionen för svenska språket (SV), Linnéuniversitetet, Institutionen för svenska språket (SV) |
| 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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