The topic of this study is how methods for literacy development are used in upper secondary school education for poor comprehenders. The work was based upon the questions: 1) How do secondary school teachers employ methods for literacy development in their classroom instruction, with special focus on poor comprehenders? 2) How do secondary school teachers perceive that they employ methods for literacy development, with special focus on poor comprehenders? 3) What differences and similarities are there between the teachers? Two methods were used; classroom observations and interviews of three Swedish as a foreign language teachers and three first language content area teachers. The results showed that all teachers employ different methods that enhance educational quality as well as literacy development strategies that have been proven beneficial for poor comprehenders. Variations in methods used are generally due to individual discrepancies in preferences rather than differences between first and second language teachers. The conclusion is that teachers who apply methods for literacy development should be able to adapt their whole class instruction according to the needs of poor comprehenders without lowering instructional quality.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:umu-116689 |
| Date | January 2016 |
| Creators | Nordenstam, Ann Charlott Nordenstam |
| 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 |
Page generated in 0.0021 seconds