This is a final examination in the Special Education Teacher Programme with a focus on language, writing and reading development. To be a good reader is important for future studies and for the role as a member of society. Teachers who work with motivation and early interventions can make a difference for the pupils' need for extra support with reading. Special education teachers can contribute with tools and knowledge for the work with reading development and also contribute to remove barriers. The main focus is to study how some teachers and special education teachers perceive the phenomenon of reading development. The study is qualitative and based on a phenomenographic approach. The purpose was to examine how some teachers and special education teachers perceive reading development in preschool class to grade three. The study explored their work with reading development and the methods they perceived as effective. We used semistructured interviews as a method with four teachers and four special education teachers and ethical considerations were taken. The result showed that their understanding of reading development was that it is a process over time, involving both technical skills and comprehen-sion, and that it is a shared responsibility. Effective methods for reading develop-ment in the study included varied strategies for decoding, language comp-rehension, and engaging reading activities. The study indicates that work with reading development varies and that there is no single prescribed method. Phonological awareness appears as a fundamental and significant component of instruction. Motivation is a contributing factor and the study also demonstrates the benefits of collaboration between teachers and special education teachers.
- Special Education Teacher Programme
Läsutveckling - ett gemensamt ansvar: -en fenomenografisk studie om lärares och speciallärares uppfattningar kring läsutveckling
Lignell , H. (Author), Nordvall, M. (Author). 2025-Dec
Student thesis: Professional degree, Advanced level