Att utmana elevers skriv- och läsförmåga i träningsskolan
: En kvalitativ fallstudie med utgångspunkt i metoden "Att skriva sig till läsning"

Translated title of the thesis: To challenge pupils ability to write and read in compulsory school for pupils with intellectual disabilities: A qualitative case study originating in the method of "Write to Read"
  • Malin Carström
  • Cathrine Johansson

    Student thesis: Professional degree, Advanced level


    Carström, M. & Johansson, C. (2015) To challenge pupils’ ability to write and read in compulsory school for pupils with intellectual disabilities – a qualitative case study originating in the method of “Write to Read”.

    The purpose of this study is to investigate how four pupils in special schooling’s ability to write and read is possibly affected and developed by working according to the method of “Write to Read” during a period of 8 weeks.

    The theoretical framework of the study is the sociocultural perspective and it has been chosen according to the approach that learning takes place in interaction with others. The study presents a general view of earlier research of pupils with intellectual disabilities, reading and writing development, reading and writing difficulties, elements of success from teachers working with reading and writing training, pupils’ motivation and participation and with the method of “Write to Read”. By action research in our own classes, we wanted to investigate whether the method of “Write to Read” would be a suitable method to use when trying to develop pupils’ abilities to write and read in Swedish (compulsory) special schools, focusing on pupils with severe intellectual disabilities. We have conducted observations, kept a journal with daily notes, the pupils have been filmed and we have taken photos of our pupils’ work.

    To sum everything up, our study shows that “Write to Read” combined with training abilities such as knowledge of the letters and of clapping to syllables could be a suitable method within special schools. The result shows that pupils were developing within a number of areas and contributory effects of the study were that our pupils’ motivation and participation increased prominently.

    Date of Award2015-Aug-17
    Original languageSwedish
    SupervisorAnnette Byström (Supervisor) & Ann-Elise Persson (Examiner)

    Educational program

    • Special Education Teacher Programme

    University credits

    • 15 HE credits

    Swedish Standard Keywords

    • Pedagogy (50301)


    • “write to read”
    • participation
    • compulsory special schooling
    • motivation
    • sociocultural perspective
    • special needs education and pedagogy
    • special needs teacher
    • special schooling for pupils with severe intellectual disabilities
    • development and learning

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