Läs- och skrivsvårigheter hos maskrosbarn: Ett sociokulturellt arbete om dysfunktionella hemförhållandens inverkan på läs- och skrivutvecklingen.
Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
The purpose of this study was to investigate how factors such as the home environment and children's social and emotional relationships might affect the literacy development, especially if children who live in a dysfunctional environment are at risk of further reading- and writing difficulties. I have been inspired by triangulation, and have used three different kinds of qualitative interviews for the study. Due to the restrictions of the size for this study, I have had to limit the amount of interviews and have conducted interviews with two adult survivors using unstructured conversational interviews, which share many similarities with regular life stories. I have also conducted a semi-structured interview with a teacher for special needs education. The results of the study showed that a child’s environment, culture and past experience can inhibit or support the literacy development. For those children who live in a dysfunctional environment, the literacy development affects negatively because of the lack of security, motivation, support and structure, important things which a child needs. This kind of environment is causing emotional and concentration difficulties because the mind is focused on other things than school work, which inhibit the learning.
Place, publisher, year, edition, pages
2015. , 48 p.
Maskrosbarn, läs- och skrivsvårigheter, dysfunktionell, sociokulturell teori
IdentifiersURN: urn:nbn:se:kau:diva-36581OAI: oai:DiVA.org:kau-36581DiVA: diva2:824036
Subject / course
Primary Education Programme, 240 hp
Bihl, Björn, universitetslektor
Eriksson, Jessica, universitetslektor