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Språkutvecklande arbetssätt för gymnasieelever med bristande språkförståelse
Umeå University, Faculty of Arts, Department of language studies.
2016 (Swedish)Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesisAlternative title
Literacy development for poor comprehenders at secondary school level (English)
Abstract [en]

The topic of this study is how methods for literacy development are used in upper secondary school education for poor comprehenders. The work was based upon the questions: 1) How do secondary school teachers employ methods for literacy development in their classroom instruction, with special focus on poor comprehenders? 2) How do secondary school teachers perceive that they employ methods for literacy development, with special focus on poor comprehenders? 3) What differences and similarities are there between the teachers? Two methods were used; classroom observations and interviews of three Swedish as a foreign language teachers and three first language content area teachers.  The results showed that all teachers employ different methods that enhance educational quality as well as literacy development strategies that have been proven beneficial for poor comprehenders. Variations in methods used are generally due to individual discrepancies in preferences rather than differences between first and second language teachers. The conclusion is that teachers who apply methods for literacy development should be able to adapt their whole class instruction according to the needs of poor comprehenders without lowering instructional quality. 

Place, publisher, year, edition, pages
Keyword [sv]
Inkludering, läs- och skrivsvårigheter, poor comprehenders, specialpedagogik, ämnesundervisning.
National Category
Pedagogical Work
URN: urn:nbn:se:umu:diva-116689OAI: diva2:902096
Subject / course
Examensarbete Speciallärarprogrammet
Educational program
Postgraduate Diploma in Special Needs Training
Available from: 2016-02-10 Created: 2016-02-10 Last updated: 2016-02-10Bibliographically approved

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