This essay aims to examine how reading interventions are used in Swedish elementary schools. The two initial questions examine how many schools that implement reading interventions individually and in small groups with students with reading difficulties and which teaching methods and reading programs that are being used for these interventions. The third question considers which reasons the special needs teachers and special education needs teachers states for choosing methods and programs for students with reading difficulties. To answer these questions a survey with special needs teachers and special education needs teachers was completed. The results indicate that 52,1% of the elementary schools in this survey use intensive reading interventions based on phonics. The result also indicates that decoding is the most frequent content in reading interventions and that many different methods and programs are used in reading interventions, both digital and analogue. Finally, there are different reasons for why a program or method has been chosen in the different schools. The most common cause stated, is that the chosen method has shown good results in the past for students with reading difficulties. Some respondents stated research as a cause for their chosen method, but the majority did not.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:umu-202629 |
| Date | January 2022 |
| Creators | Sättlin, Anna-Lotta |
| 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 0.015 seconds