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Riskzon för läs- och skrivsvårigheter: En kvalitativ intervjustudie om speciallärares/specialpedagogers syn på identifiering och pedagogiska insatser för elever i riskzon för läs- och skrivsvårigheter
Umeå University, Faculty of Arts, Department of language studies.
2013 (Swedish)Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesisAlternative title
In the risk zone for reading and writing difficulties : a qualitative interviewstudy of special needs teachers' views relating to identifying and supporting pupils in this zone (English)
Abstract [en]


The purpose of this study was to illustrate how some special educators identify students at risk for reading and writing as well as their educational efforts as they work on reading and writing for these students. And if the teachers' actions and identifications are grounded in scientific research.

I have chosen to make the semi-structured interviews with a qualitative approach . Five teachers in special education in grades 1-3 were included.

The results of this study show that teachers in special education feel that the class teacher is very important, but teachers in special education mean that classroom teachers must be better at previous identify students at risk for reading and writing . Study results also indicate that special education teachers are aware of what the research shows is good practice for students at risk for dyslexia. But the resources of the school is not sufficient to follow what the research shows is good practice. This study results also show that special educators need a better understanding of the relationship between language difficulties and dyslexia .

Place, publisher, year, edition, pages
Keyword [sv]
läs- och skrivinlärning, riskzon för läs- och skrivsvårigheter, pedagogiska insatser, speciallärare, fonologisk medvetenhet
National Category
Pedagogical Work
URN: urn:nbn:se:umu:diva-86383OAI: diva2:698733
Subject / course
Examensarbete Speciallärarprogrammet
Educational program
Teacher Education Programme
Available from: 2014-02-27 Created: 2014-02-25 Last updated: 2014-02-27Bibliographically approved

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Lidblom, Marie
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