Lärares uppfattning om en digital fonemiskt inriktad läsintervention för elever i särskolan som är i behov av AKK

Detta är en Magister-uppsats från Göteborgs universitet/Institutionen för neurovetenskap och fysiologi

Sammanfattning: The study’s aim was to investigate teachers’ perceptions of a digital phonemic intervention promoting reading development in special needs-students in need of Augmentative and Alternative and Communication (AAC). Four semi-structured dyad interviews with teachers were conducted. The interviews were transcribed and analysed in accordance with thematic analysis. The analysis's main themes were: The intervention's positive impact on the students, teaching support, framework functions of the intervention and future teaching. The teachers considered that the intervention offered a fully easy-to-administer method for reading instruction. The majority of the teachers stated that their students had increased their phonemic learning. More than half of the teachers stated that the focus on decoding in teaching probably increased during the intervention. The results are of interest for the design of reading instruction for the relevant student group. However, more knowledge is needed, which is highlighted in the discussion.

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