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Fonologisk medvetenhet i förskoleklass: En interventionsstudie
Umeå University, Faculty of Arts, Department of language studies.
2015 (Swedish)Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
Abstract [en]

International studies show that literacy skills have deteriorated among Swedish students. Empirical evidence states that before being able to learn to read it is important to have phonological awareness. From this perspective, an intervention study was launched to examine whether pupils´ phonological awareness could be enhanced through the work of a special model during a limited time. The aim of the study is to investigate whether six pupils in preschool develop phonological awareness based on Bornholmsmodellen during a limited period of time. The control group was made up of the remaining pupils in the preschool class.  Before and after the intervention, the pupil’s phonological awareness was charted in order to draw conclusions about the results. Based on the results the conclusion is that intervention with Bornholmsmodellen for seven weeks, four times a week, 15-20 minutes each time, shows better phonological results, than regular education performed in the preschool class. Pupils in the intervention group increased not only their results individually, but also raised the result compared to the control group.

Place, publisher, year, edition, pages
Keyword [sv]
Bornholmsmodellen, fonologisk medvetenhet, läsinlärning, interventionsstudie, elever i läs- och skrivsvårigheter
National Category
Pedagogical Work
URN: urn:nbn:se:umu:diva-98992OAI: diva2:784880
Subject / course
Examensarbete för lärarexamen
Educational program
Postgraduate Diploma in Special Needs Training
Available from: 2015-02-09 Created: 2015-01-31 Last updated: 2015-02-09Bibliographically approved

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