“Jag tycker det är mellansvårt men bra för nu kan jag bättre”

: en studie av insats i Lager 2 för elever i förskoleklass

Abstract

The purpose of the study is to contribute knowledge about the design and implementation of a Tier 2 intervention based on
Response to Intervention (RtI) model on preschool, with a focus on the development of phonological awareness.
Response to Intervention (RtI) is a special educational model aimed at creating a system of preventative interventions to
prevent students from experiencing readins and writing difficulties later on. The model integrates assessment, intervention
and regular screening.
The study examines the intervention´s measurable effects on students´ phonological development and their experiences from
participating in the intervention. Additionally, further possible factors that may influence the design of the intervention as a
whole are investigated.
The design is inspired by a convergent mixed -method design where quantitative and qualitative data are collected in parallel
and interpreted in a final analysis. To gain deeper understandings of the student´s outcomes and the design of the
intervention, a quantitative method was used to through standardized pre-and post-tests in phonological awareness. As well
as measuring the student´s experience of their participation in the intervention. Qualitative methods were employed in the
form of observation of each intervention session, which were documented through video recording and field notes.
Results show that all students´phonological awareness improved during the intervention. Additionally, the results of the
students´ evaluations of their participation in the intervention showed predominantly positive outcomes. Associations were
noted between students´ experiences and their results on pre-and- post-tests. The results suggest that the playful elements
incorporated into the language play sessions, along with the support students received and provided to each other, as well as
from the test leader in the small group, likely contributed to students finding both enjoyable and motivating. The test leader´s
ability to assess and adapt the level of exercises based on student´s responses was also a contributing factor evident in the
results.
From a special education perspective, early interventions that can make students ready for reading are crucial in increasing
the chances of inclusion and participation. The study provides indications that structured and intensive training in
phonological awareness with Tier 2 intervention in preschool classes can support students at risk of developing reading
difficulties.

Date of Award	2024-Jun
Original language	Swedish
Supervisor	Helena Sjunnesson (Supervisor), Sofia Lindberg (Assessor) & Helena Sjunnesson (Examiner)