Tidig läsinsats i förskoleklass
: effekt av insats och elevers upplevelser

  • Ann-Charlotte Ahlin
  • Anette Hansson

Student thesis: Master, one year


A prerequisite in today´s society is to be able to read and write in order to be able to develop fully into a participant community citizen. The aim of the Swedish curriculum is for the pupils to learn to read and write so that they can benefit from the education (Skolverket, 2011a). The school should be able to meet all children´s differences and needs to fulfill this. Several research studies have shown that the earlier the pupils in the risk zone for reading difficulties are identified and the earlier cost-effective reading interventions are implemented the lower the risk of school failure. The purpose of this study was to analyze whether a specific teaching package supports the development of pupil´s knowledge of letters, letter sounds and word decoding. In addition, the pupil´s experiences of participation in the reading intervention were studied. The study included seven pre-school class pupils who were at risk for reading difficulties, they were randomized into a experimentgroup of four and a controlgroup of three pupils. When collecting data, both quantitative and qualitative methods were used. The pupils conducted a pre- and posttest in the form of the Swedish National Agency for Education´s mapping material for the preschool class (Skolverket, 2018). In addition, observation of the reading data sessions and interviews with the pupils were used after this was completed. As far as the measurable results about the pupil´s knowledge development were concerned there was a positive result, but it is not possible to draw any conclusions about the impact of the reading intervention.  Regarding the pupil´s experiences of the reading intervention they were positive to both the participation and reading. One conclusion we draw from this is that the playful element of the reading intervention together with the multisensory supplement probably contributed to the pupil´s finding it both joyful and motivating. From a special educational perspective early reading intervention enables inclusion and participation.

Date of Award2019-Jul-16
Original languageSwedish
SupervisorHelena Sjunnesson (Supervisor) & Daniel Östlund (Examiner)

Educational program

  • Special Education Teacher Programme

University credits

  • 15 HE credits

Swedish Standard Keywords

  • Educational Sciences (503)


  • decoding
  • early reading interventions
  • inclusion
  • motivation
  • multisensory
  • participation
  • preschool
  • student experiences

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