Rutiner för identifiering av läs- och skrivsvårigheter hos flerspråkiga elever : En intervjustudie om flerspråkiga högstadieelevers och gymnasieelevers läs- och skrivförmåga, där misstanke om läs- och skrivsvårigheter föreligger
Sammanfattning: Abstract The purpose of this study was to describe multilingual education when there is a suspicion of reading and writing difficulties. A qualitative design was chosen with semi-structured interviews in which four pupils, two from high school and two from senior high school, two special educators and a Swedish as a second language teacher participated. The age of the pupils was 15-20 years. The interviews were analyzed and categorized, which ultimately resulted in four themes: Utilization of mother tongue and Swedish in a teaching context,Prerequisites for work when suspicion of reading and writing difficulties is discovered, Routines for assessment in suspicion of reading and writing difficulties and Measures used in adaptations and special support. The results showed difficulties in assessing these multilingual students reading and writing skills. The causes of this problem were insufficiently adequate assessment material, lack of time for collaboration between the school's professionals, varied experiences of mother tongue teaching and varied school backgrounds of the multilingual students. Despite the small size of the study, the results showed consistency with current research. The authors have highlighted the need for more research on multilingual students in reading and writing difficulties.
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