Abstract The aim of this study is to find out how the central content of the compulsory school curriculum (Lgr11) is handled in three teacher’s manuals for instruction in reading and writing for grade 1, and how these consider interaction and variation in learning how to read and write. Through a qualitative analysis with a hermeneutic approach, the three teacher’s manuals in Swedish for grade 1 were subjected to a close reading. The result shows that parts of the central content of the curriculum are considered, but that it is by studying exercises and texts that these become visible. Another finding is that all the teacher’s manuals emphasize dialogue and interaction. As regards texts and exercises, it is only to a certain extent that the pupils encounter any variation in these. It can be observed that the teacher’s ability to handle dialogue in preparation for both reading and writing, and the importance of reflecting on and handling texts and exercises, are crucial factors for the quality of the content which is conveyed in all the teacher’s manuals, and which has to be handled in the teaching.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:lnu-39652 |
| Date | January 2014 |
| Creators | Oskarsson, Frida |
| Publisher | 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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