Abstract The purpose of this study is to illuminate if the preventive practices and the identification of early signals about reading and writing difficulties is different between two Norwegian and two Swedish teachers' work in preschool. Research questions focused on the differences as well as similarities between Swedish and Norwegian educators working preventively current literacy in preschool, and their efforts when they identify signals to reading and writing difficulties. The study has been conducted through interviews with four female teachers, two who work in Norway and two in Sweden. Swedish and Norwegian teachers work preventively on reading and writing, analysis resulted in three categories; books in text and pictures, words and rhyming chants and songs. No differences between Norwegian and Swedish pedagogues’ prevention methods could be identified, however Norwegian teachers put more focus on rhythm and rhythmic pat exercises than the Swedish educators. The conclusions are that the Norwegian teachers mention more preventative approaches and early intervention for children with suspected dyslexia, than the Swedish teachers in the study makes. The Norwegian teachers also seem to have access to more expertise in connection with suspected dyslexia, compared to the Swedish teachers. These differences cannot be generalized, and may as well be due to individual differences in skills rather than national. Keywords: Reading and writing difficulties . Dyslexia. Literacy. Pre-school.
|Publisher||Karlstads universitet, Estetisk-filosofiska fakulteten|
|Source Sets||DiVA Archive at Upsalla University|
|Type||Student thesis, info:eu-repo/semantics/bachelorThesis, text|
Page generated in 0.0247 seconds