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Bra stöd vid läs- och skrivsvårigheter?: En jämförelse av elevers och lärares uppfattningar av effektivt stöd.
Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
2018 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

The aim of this study is to examine some secondary school pupils´ and teachers´ opinions

about good support when having reading and writing difficulties and if there is a difference

between their point of view in this issue. The study is based upon semi-structured interviews

with both pupils and teachers. The result shows both similarities and differences in what they

consider as good support. To read texts aloud to pupils is something that the teachers in the

study use as a way of support and it is much appreciated by the pupils too. The possibility to

get the teacher´s notes is another thing that both pupils and teachers think are useful and

further on to have an opportunity to do oral tests. Sometimes it can even be a crucial reason

for the pupil to get higher scores. This does not happen as a daily routine, but the pupils have

to ask for both oral tests and teachers´ notes. Several of the informants among the pupils say

they would prefer one-to-one tuition or to be taught in small groups. None of the teachers

mention this as a good way of supporting pupils with special needs. Instead they want to

spend more time with each pupil and also they would like the opportunity of an extra teacher

in the classroom.

Abstract [sv]

Syftet med denna studie är att undersöka några högstadieelevers och lärares uppfattningar om

bra stöd vid läs- och skrivsvårigheter samt se om det finns en skillnad i deras uppfattning

kring denna fråga. Studien är baserad på semi-strukturerade intervjuer med både elever och

lärare. Resultatet visar på både likheter och skillnader i deras uppfattningar om bra stöd. Att få

text uppläst av en lärare uppskattas mycket av eleverna och är också något som lärarna i

studien använder sig av. Likaså ses anteckningar och muntliga prov gemensamt som

underlättande och ibland högst avgörande på hur pass väl man som elev kan lyckas. Detta

sker inte alltid på rutin, utan eleverna får själva be om den hjälpen. Flera informanter bland

eleverna önskar en-till-en undervisning eller undervisning i liten grupp. Ingen av lärarna

nämner detta som ett önskemål på hur de vill att stöd ska ges. Istället önskar de sig mera tid

med varje elev och en extra lärare på sina lektioner.

Place, publisher, year, edition, pages
2018. , p. 35
Keywords [en]
Dyslexia, reading and writing difficulties, effective teaching methods, pupils´views, special education, education for pupils with special needs.
Keywords [sv]
Dyslexi, läs- och skrivsvårigheter, effektiva undervisningsmetoder, elevperspektiv, specialundervisning, utbildning för elever i behov av stöd.
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:kau:diva-68879OAI: oai:DiVA.org:kau-68879DiVA, id: diva2:1241880
Subject / course
Special Education
Educational program
Special Teacher Education Programme: Language, Writing and Reading Skills (90 ECTS credits)
Supervisors
Examiners
Available from: 2018-08-31 Created: 2018-08-25 Last updated: 2018-08-31Bibliographically approved

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925656643e13837c2eea916381e680948a85f12dc922a3ed7561803c6b6bb40da31c47ad9c40be63ed5c1138cc10df0700c53e77a33cb6dae69ef0493164feca
Type fulltextMimetype application/pdf

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CiteExportLink to record
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Citation style
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Output format
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