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Elever i koncentrationssvårigheter: En kvalitativ studie om läsinlärning hos elever som be- döms vara i koncentrationssvårigheter
Jönköping University, School of Education and Communication, HLK, CHILD.
2019 (Swedish)Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesisAlternative title
Pupils in concentration difficulties : qualitative study on reading learning among pupils who are considered to be in concentration difficulties (English)
Abstract [sv]

I lärarutbildningen har det funnits möjlighet att tillägna sig olika tillvägagångssätt för hur undervisning i klassrummet planeras och struktureras. Detta har utvecklat ett starkt intresse hos mig för att söka vidare kring hur elever i koncentrationssvårigheter hanteras i klassrum. Inom området koncentrationssvårigheter och läsinlärning fattas det forskning. Därmed är området i behov av vidare forskning.

Syftet med den här studien är att undersöka hur lärare i skolans tidigare år beskriver läsinlär- ning hos elever som bedöms vara i koncentrationssvårigheter. Detta gjordes genom semi- strukturerade intervjuer med sex lärare från tre olika skolor och intervjumaterialet analysera- des genom en kvalitativ innehållsanalys.

Resultatet visar att de lärare som blev intervjuade har en överensstämmande syn på elever i koncentrationssvårigheter. Lärarna anser att undervisningen bör vara strukturerad och väl planerad, men även att undervisningen bör variera inom det igenkända. Möjligheterna att dela på gruppen och att fler lärare arbetar tillsammans ses som mycket positivt. Men att nivåanpassa de texter som eleverna stöter på anses vara en utmaning.

Studien visar att koncentrationssvårigheter påverkar läsinlärningen till viss del, men att andra faktorer kan påverka läsinlärningen. 

Abstract [en]

In the teacher education, there has been the opportunity to adopt different approaches to how classroom teaching is planned and structured. This has, for me, developed a strong interest to investigate further how students in concentration difficulties are handled in classrooms. However, in the area of concentration difficulties and reading learning, research is scarce. Thus, the area is in need of further research.

The purpose of this study is to investigate how teachers in the earlier years of the school describe reading learning among pupils who are considered to be in concentration difficulties. This was done through semi-structured interviews with six teachers from three different schools and the data was analyzed through a qualitative content analysis.

The result shows that the teachers who were interviewed have a consistent view of pupils in concentration difficulties. The teachers believe that the teaching should be structured and well planned, but also that the teaching should vary within what is familiar to the pupils. The opportunities to divide the group of pupils and the fact that more teachers work together are seen as very positive. Adapting the level of texts that pupils encounter, though, is considered a challenge.

The study shows that concentration difficulties affect reading learning partially, but that oth- er factors also affect reading learning. 

Place, publisher, year, edition, pages
2019. , p. 36
Keywords [en]
concentration, concentration difficulties, learning to read, reading difficulties, learning difficulties, promotion methods, didactics, teachers
Keywords [sv]
koncentration, koncentrationssvårigheter, läsinlärning, lässvårigheter, inlärningssvårigheter, främjande arbetssätt, didaktik, lärare
National Category
Learning
Identifiers
URN: urn:nbn:se:hj:diva-46484ISRN: JU-HLK-JU-2-20190871OAI: oai:DiVA.org:hj-46484DiVA, id: diva2:1357962
Subject / course
HLK, Learning
Supervisors
Examiners
Available from: 2019-10-10 Created: 2019-10-05 Last updated: 2019-10-10Bibliographically approved

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HLK, CHILD
Learning

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Citation style
  • apa
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