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Developing a shared practice for reading and writing instruction: A classroom-based study in a school for children with intellectual disability
Stockholm University, Faculty of Social Sciences, Department of Special Education.ORCID iD: 0000-0001-9769-064X
2015 (English)In: NoFa5 - Nordic Conference on Subject Education: Book of abstracts, University of Helsinki, 2015, p. 96-96Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

This presentation is based on an intervention, conducted in the Swedish compulsory school for children with intellectual disability, grundsärskolan. Previous research (Berthén, 2007; Reichenberg, 2012; 2013) and a report from the Swedish Schools Inspectorate (2010) indicate that students in grundsärskolan are not given adequate opportunities for literacy learning in social interaction with their teachers and peers. The aim of this study was to design, implement and analyze lessons, focusing on a certain object of learning: The capability to distinguish between words and letters in continuous text. Another interest was to investigate whether analyses of research lessons, planned by teachers and researcher together, might increase students’ opportunities to develop literacy capabilities. A theoretical framework combining sociocultural theory, variation theory (Marton & Pang, 2006; Runesson, 2006) and Clay’s (1991) theory of early reading and writing instruction was used in order to design a series of three lessons, following the method of Learning study. Results show that variation of content and participants’ interaction are mutually related in the process of costituting the object of learning. Thus, learning opportunities depend on how the object of learning is focused by variation and how the participants’ interact in relation to this.

Place, publisher, year, edition, pages
University of Helsinki, 2015. p. 96-96
Keywords [en]
Special Education, Students with Intellectual Disability, Emergent Literacy, Sociocultural Theory, Variation Theory, Practice-oriented Research
National Category
Didactics
Research subject
Special Education
Identifiers
URN: urn:nbn:se:su:diva-171548OAI: oai:DiVA.org:su-171548DiVA, id: diva2:1342705
Conference
NoFa5, University of Helsinki, Finland, May 27-29, 2015
Available from: 2019-08-14 Created: 2019-08-14 Last updated: 2019-08-30Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
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Language
  • de-DE
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  • en-US
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  • nn-NO
  • nn-NB
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  • asciidoc
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