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Läsförståelse och nationella prov för elever med dyslexi: Intervjuer med tre lärare
Umeå University, Faculty of Arts, Department of language studies.
2015 (Swedish)Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesisAlternative title
Reading comprehension and National testing for dyslectic students : Interviews with three teachers (English)
Abstract [en]

The aim of this study was to examine how three teachers at a school in northern Sweden, working in grade six, handle the teaching of reading comprehension and the national testing of the same, for children with dyslexia, and also the discrepancy between the two. I found that the teachers I interviewed worked to find ways for teaching dyslectic children reading comprehension, without getting stuck in decoding. They all used assistive technology for the children to be able to listen to texts, and they also worked with structured text talks. They were all upset by the fact that dyslectic children have to read all the texts on their own at the national testing, but none of them had chosen to let any of their students do the tests with their computers or Ipads, or had helped them read the texts. The three of them thought the national tests were good for helping them see that the grades they were planning were the correct ones, but for children with difficulties reading, they all said they would not use the results when grading them. I found that the school these teachers were working at did not have any structure for going through their students before the national tests to see if anyone should be allowed to do the testing with their assistive technology.

Place, publisher, year, edition, pages
2015. , 39 p.
Keyword [sv]
alternativa verktyg, läsundervisning, årskurs sex, betyg, bedömning
National Category
Pedagogical Work
URN: urn:nbn:se:umu:diva-101800OAI: diva2:802786
Subject / course
Examensarbete för lärarexamen
Educational program
Teacher Education Programme
Available from: 2015-04-21 Created: 2015-04-13 Last updated: 2015-04-21Bibliographically approved

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Ågran, Ingela
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