Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
LUS- och skrivutveckling
Stockholm University, Faculty of Humanities, Department of Education in Languages and Language Development.
Stockholm University, Faculty of Humanities, Department of Education in Languages and Language Development.
2008 (Swedish)Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

The purpose of this study was to compare reading development assessments with writing assessments to create an understanding about the relationship between the reading and writing ability of children. Another aim of the study was to look at other factors that cohere with the ability to read and write, such as background and socio-economic status. Our hypothesis was that explicit instruction in writing is necessary to develop good writing skills. We chose to conduct a quantitative study containing an inquiry, a dictation and a writing task. We compared our results with reading assessments based on a reading development schedule (LUS). In total 79 children from four classes took part in the study. All four classes came from the same municipality, two classes from grade two and two classes from grade four. According to our results we cannot say that one who is a good reader (according to LUS) also is a good writer. Neither can we say the opposite, that one who has low results in reading is a poor writer, since the class with the lowest results in reading is the one with the highest results in many parts of the study. The reading ability benefits from reading at home. However, the children’s attitude towards writing and how often they claim to write in their spare time has not shown a connection with their writing ability. Our conclusion supports our hypothesis, explicit instruction in writing is necessary to develop good writing skills.

Place, publisher, year, edition, pages
2008. , 70 p.
Keyword [sv]
Skrivinlärning, läsinlärning, skrivutveckling, läsutveckling, språkutveckling, läsutvecklingsschema, LUS, sociologi
National Category
Specific Languages
Identifiers
URN: urn:nbn:se:su:diva-8654OAI: oai:DiVA.org:su-8654DiVA: diva2:175171
Presentation
2008-05-29, 00:00 (English)
Uppsok
humaniora/teologi
Supervisors
Examiners
Available from: 2009-06-24 Created: 2004-01-01 Last updated: 2009-06-24Bibliographically approved

Open Access in DiVA

fulltext(742 kB)583 downloads
File information
File name FULLTEXT01.pdfFile size 742 kBChecksum MD5
Type fulltextMimetype application/pdf

By organisation
Department of Education in Languages and Language Development
Specific Languages

Search outside of DiVA

GoogleGoogle Scholar
Total: 583 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

urn-nbn

Altmetric score

urn-nbn
Total: 449 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf