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Hur och varför f–3-lärare arbetar med Kiwimetoden: – särskilt i relation till elever med lässvårigheter.
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
2018 (Swedish)Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesisAlternative title
How and why primary school teachers use the Kiwi method : – especially in relation to pupils with reading difficulties. (English)
Abstract [en]

The purpose of this study is to describe how and why primary school teachers use the Kiwi method – especially in relation to reading difficulties. To answer this purpose, I conducted qualitative interviews with three primary school teachers. The interviews were transcribed since I made the estimation that they would provide with a more comprehensive material to the study that way.

The result showed that the teachers did not make any differences in their teaching regardless whether they were planning for pupils with or without reading difficulties. Adjustments were made to all pupils, to meet all their special needs. They did so since the Kiwi method advocates meaningful teaching, where reading should be rewarding already from the beginning. The Kiwi method’s key stones are reading aloud, unified reading, guided reading and independent reading. All three of the teachers used these key stones in their teaching, but in different ways.

Abstract [sv]

Syftet med studien är att undersöka hur och varför lärare arbetar med Kiwimetoden, särskilt i relation till elever med lässvårigheter. För att svara på detta syfte genomfördes kvalitativa in- tervjuer med tre lärare som arbetar med Kiwimetoden inom årskurs 1–3. Intervjuerna transkri- berades, eftersom bedömningen gjordes att det skulle resultera i ett rikare material till under- sökningen.

Resultatet visade att lärarna inte gjorde någon skillnad på undervisningen oavsett om det gällde elever med eller utan lässvårigheter. Anpassningar gjordes nämligen åt alla elever, för att möta alla elevers särskilda behov. Detta gjordes eftersom Kiwimetoden förespråkar me- ningsfull undervisning där det ska löna sig att läsa redan från start. Kiwimetodens hörnstenar är högläsning, gemensam läsning, vägledd läsning och självständig läsning. Alla lärarna an- vände sig av dessa i sin läsundervisning, men på olika sätt.

Place, publisher, year, edition, pages
2018. , p. 40
Keywords [en]
Kiwi method, learning to read, reading difficulties, meaningful teaching, primary school.
Keywords [sv]
Kiwimetoden, läsinlärning, lässvårigheter, meningsfull undervisning, årskurs 1–3.
National Category
Humanities and the Arts
Identifiers
URN: urn:nbn:se:kau:diva-67592OAI: oai:DiVA.org:kau-67592DiVA, id: diva2:1217238
Subject / course
The Swedish Language
Educational program
Primary Education Programme, 240 hp
Supervisors
Examiners
Available from: 2018-06-13 Created: 2018-06-12 Last updated: 2018-06-13Bibliographically approved

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Hur och varför f–3-lärare arbetar med Kiwimetoden – särskilt i relation till elever med lässvårigheter(1442 kB)117 downloads
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CiteExportLink to record
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Citation style
  • apa
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