Change search
ReferencesLink to record
Permanent link

Direct link
Att säkerställa skriftspråklighet genom medveten arrangering: Wittingmetodens tillämpning i några olika lärandemiljöer
Stockholm University, Faculty of Social Sciences, Department of Special Education.
Responsible organisation
2008 (Swedish)Doctoral thesis, monograph (Other academic)Alternative title
Ensuring Literacy through ’Didactic Arranging’ : The Witting method set in context (English)
Abstract [en]

The proposed Grounded Theory has been derived from how experienced teachers and their pupils, in four different teaching contexts, have used ’The Witting method’ to maximize literacy development among their pupils. The theory has been grounded through repeated comparisons and analysis of the empirical data.

The specific aim of the thesis is to conceptualize and generate a theory about what four teachers and their pupils (n=40, over the period of the research), in different contexts, and over a number of years, actually do when working with The Witting method. A wider goal is to apply the implications of the derived grounded theory to general and special education theory in helping to alleviate reading and writing difficulties and prevent pupils from failing.

The results show that the teachers have systematically strived to ensure each pupil’s reading and writing development and they do this through what is labeled ‘didactic arranging’. They also show an ability to adapt to situations, materials and spaces without losing their long-term aims. They are in charge of three competencies: ’me’, ’you’, and ’we’ - expressing this competence in documentation, by reflection and always in close collaboration with pupils and their families. The observed use of The Witting method would seem to enable a diagnostic mode of teaching as it contains tools that allow a teacher to follow each pupil’s reading and writing development. Teachers, pupils and the didactic procedures are shown to be in constant interaction. It was also found to be important that teachers believe that every pupil can learn. These teachers’ collective motto could be summed up as follows: never stop giving support and never stop assessing progress.

Place, publisher, year, edition, pages
Stockholm: Specialpedagogiska institutionen , 2008. , 222 p.
Keyword [en]
Grounded Theory, the Witting Method, method, literacy, education, special education, reading research, reading instruction
National Category
Research subject
Special Education
URN: urn:nbn:se:su:diva-8134ISBN: 978-91-7155-706-3OAI: diva2:199641
Public defence
2008-10-04, Dahlströmsalen, Hus D, Campus Konradsberg, Rålambsvägen 26 D, Stockholm, 10:00
Available from: 2008-09-12 Created: 2008-09-10 Last updated: 2010-10-21Bibliographically approved

Open Access in DiVA

fulltext(3991 kB)6550 downloads
File information
File name FULLTEXT01.pdfFile size 3991 kBChecksum MD5
Type fulltextMimetype application/pdf

By organisation
Department of Special Education

Search outside of DiVA

GoogleGoogle Scholar
Total: 6550 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

Total: 3867 hits
ReferencesLink to record
Permanent link

Direct link