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Gifted students are not easily identified. They often mask their cognitive skills, use poor writing or might not write at all in class, even though gifted students often know how to write especially enriched and well. Previous studies show that 92% of the examined gifted students in the community Mensa suffered from being bored and not perceiving enough challenges in elementary school. As a consequence of not being able to learn at the fast pace the gifted students' intelligent brain needs, bored gifted students often become homebound. The purpose of this study is to increase the knowledge of how to support gifted students in their writing development. Based on previous research and our studies on gifted students writing development our main questions are as following; What reasoning do teachers use to promote the writing development of the especially gifted students? Which teaching practices do teachers experience as promoting or limiting in gifted students' writing development? Using qualitative interviews and surveys to collect data, our study indicates that gifted students need to experience meaningfulness in the assignment and fully understand the purpose of which, to gain access to their individual development. Principals were shown to have a key role in supporting teachers, enabling gifted students the right to accelerate in the subject and develop teachers' knowledge in gifted students.

Few studies address feedback and teaching methods that lead to good writing development in primary school. The purpose of this thesis was to contribute knowledge about the teaching of story writing in primary school through a learning study in which peer feedback was implemented. The research questions guiding this thesis were: What are the critical aspects of the learning object?, How can these critical aspects be highlighted in teaching to make the learning object visible? and In what ways and with whom does scaffolding occur in story writing? To collect data for the study, qualitative methods such as structured observation, collected student narratives and worksheets from peer feedback were utilized through a learning study based on variation theory and complemented with sociocultural concepts. The results of the study showed that few students revised their stories after peer feedback was implemented. Furthermore, the critical aspects of the learning object identified in the study were the use of punctuation, basic writing rules and chronological order. The critical aspects could be highlighted in teaching to make the learning object visible through modeling and working with peer feedback. To support story writing, teachers could offer students scaffolding through support images, asking questions, providing feedback and modeling. However, the results also indicated insufficient scaffolding where teachers provided feedback that did not meet the students' needs. Finally, students could become ‘the more competent peers’ for each other by acting as role models and supporting each other by actively interacting and sharing explanations and thoughts.

Gifted students are not easily identified. They often mask their cognitive skills, use poor writing or might not write at all in class, even though gifted students often know how to write especially enriched and well. Previous studies show that 92% of the examined gifted students in the community Mensa suffered from being bored and not perceiving enough challenges in elementary school. As a consequence of not being able to learn at the fast pace the gifted students' intelligent brain needs, bored gifted students often become homebound. The purpose of this study is to increase the knowledge of how to support gifted students in their writing development. Based on previous research and our studies on gifted students writing development our main questions are as following; What reasoning do teachers use to promote the writing development of the especially gifted students? Which teaching practices do teachers experience as promoting or limiting in gifted students' writing development? Using qualitative interviews and surveys to collect data, our study indicates that gifted students need to experience meaningfulness in the assignment and fully understand the purpose of which, to gain access to their individual development. Principals were shown to have a key role in supporting teachers, enabling gifted students the right to accelerate in the subject and develop teachers' knowledge in gifted students.

Few studies address feedback and teaching methods that lead to good writing development in primary school. The purpose of this thesis was to contribute knowledge about the teaching of story writing in primary school through a learning study in which peer feedback was implemented. The research questions guiding this thesis were: What are the critical aspects of the learning object?, How can these critical aspects be highlighted in teaching to make the learning object visible? and In what ways and with whom does scaffolding occur in story writing? To collect data for the study, qualitative methods such as structured observation, collected student narratives and worksheets from peer feedback were utilized through a learning study based on variation theory and complemented with sociocultural concepts. The results of the study showed that few students revised their stories after peer feedback was implemented. Furthermore, the critical aspects of the learning object identified in the study were the use of punctuation, basic writing rules and chronological order. The critical aspects could be highlighted in teaching to make the learning object visible through modeling and working with peer feedback. To support story writing, teachers could offer students scaffolding through support images, asking questions, providing feedback and modeling. However, the results also indicated insufficient scaffolding where teachers provided feedback that did not meet the students' needs. Finally, students could become ‘the more competent peers’ for each other by acting as role models and supporting each other by actively interacting and sharing explanations and thoughts.

Frequent engagement in English extramural activities (i.e., activities that take place outside the classroom) has been found to have a positive impact on EFL learners’ vocabulary knowledge and reading comprehension. In the present study, we aim to extend our knowledge of the possible impact of extramural activities into the realm of second-language writing. Specifically, we investigate the relationship among a number of English extramural activities and two aspects of writing development: lexical diversity and noun phrase complexity. The data are drawn from the Swedish Learner English Corpus (SLEC) which includes texts produced by Swedish secondary school students. The corpus also includes information on how many hours per week students (i) engage in conversations in English, (ii) communicate in English while playing computer/video games, (iii) read in English, (iv) spend time on social media with English content, (v) and watch TV shows or movies in English. The results show that reading in English leads to higher frequency of adjectival modification, whereas conversing in English and watching TV programs positively impact lexical diversity. The results of the study have implications for discussions about the role of L2 classroom instruction vis-à-vis learners’ extramural activities.

This thesis presents unique insights into the written products and writing processes of Swedish deaf and hard-of-hearing (DHH) children using a keystroke logging tool. Writing processes encompass the activities (such as planning or revision) that writers engage in during the production of the written text. The thesis explores how the diverse backgrounds of these children, including age, gender, age of acquisition, hearing degree, and sign language proficiency, may influence their narrative texts. The study includes 58 children and adolescents aged 8–18, with varying degrees of hearing loss and linguistic backgrounds in spoken and written Swedish and Swedish Sign Language. This research comprises four studies that collectively demonstrate that DHH children using hearing technology produce written products closely resembling those of children of deaf adults (CODA) and hearing children. The only notable exceptions are in terms of lexical density and text length, both of which may be associated with their reduced auditory input. The finding of few other differences is unique from an international perspective and may be attributed to the effectiveness of early interventions in the Swedish context which, for instance, include sign language courses for parents, bilingual schools, early hearing screening, and early cochlear implant operations. Regarding the writing process, DHH children exhibit a “here-and-now” planning strategy similar to same-age hearing peers. However, the DHH group shows distinctive patterns in writing fluency, with a more deliberate pace and a tendency to revise work more frequently. This writing behavior may be attributed to slower lexical retrieval and phonological challenges from their specific auditory backgrounds. Extensive local revisions and repeated spelling attempts, visible in the writing processes in the DHH group, may explain the minor differences between the DHH and the hearing groups in their written products. When considering background

Frequent engagement in English extramural activities (i.e., activities that take place outside the classroom) has been found to have a positive impact on EFL learners’ vocabulary knowledge and reading comprehension. In the present study, we aim to extend our knowledge of the possible impact of extramural activities into the realm of second-language writing. Specifically, we investigate the relationship among a number of English extramural activities and two aspects of writing development: lexical diversity and noun phrase complexity. The data are drawn from the Swedish Learner English Corpus (SLEC) which includes texts produced by Swedish secondary school students. The corpus also includes information on how many hours per week students (i) engage in conversations in English, (ii) communicate in English while playing computer/video games, (iii) read in English, (iv) spend time on social media with English content, (v) and watch TV shows or movies in English. The results show that reading in English leads to higher frequency of adjectival modification, whereas conversing in English and watching TV programs positively impact lexical diversity. The results of the study have implications for discussions about the role of L2 classroom instruction vis-à-vis learners’ extramural activities.

In today's society, it is of great importance to be able to write. A central part of the curriculum in the subject of Swedish is students' writing development, however not how the teaching should benefit students' writing development. Therefore, in this independent work, we want to create a deeper understanding of which strategies benefit students' writing development. The aim is, with the help of literature research, to develop which strategies teachers can use to develop writing for pupils in primary school. In the work, our question is which teaching methods have proven to be favorable for students' writing development. The work process began by searching for keywords through different databases to retrieve scientific articles. We obtained ten scientific articles which we analyzed and constructed through a thematic compilation of the results we obtained from the research studies. The result of this independent work shows that support contributes to motivation. For students to want to develop their writing, they need motivation in the form of support. It also emerges the importance of teachers creating conditions in the classroom for students' writing development. The last thing that we have included in the results is self-regulated learning, which has been shown to benefit students' writing development.

I arbetets inledning presenterades att lärare kunde finna svårigheter med implementering av kamratåterkoppling i undervisningen. Studiens syfte var att uppnå en fördjupad förståelse angående lärares undervisning i kamratåterkoppling för grundskoleelevers skrivutveckling, samt vilken påverkan kamratåterkoppling gav på elevers skrivutveckling. De frågeställningar som examensarbetet utgick ifrån var: Hur undervisar lärare för kamratåterkoppling i grundskoleelevers skrivutveckling? samt Vad kan förklara hur kamratåterkoppling påverkar elevers skrivutveckling? Metoden för arbetet var en litteraturstudie. Data samlades in genom systematiska samt manuella sökningar. Sökningarna resulterade i elva vetenskapliga artiklar som analyserades med hjälp av tematisk analys. Resultatet av studien visade att lärare kunde undervisa i kamratåterkoppling genom att modellera, använda tydliga utvärderingskriterier, implementera olika undervisningsstrategier samt ge elever tid att öva. Resultatet visade också att kamratåterkoppling hade en påverkan på elevers skrivutveckling i form av ökad förståelse i skrivförmågan. Dessutom påvisades sidoeffekter av implementeringen i form av att elever ökade sin kommunikativa förmåga och motivation till skrivning.

Tidigare forskning belyser att digitala verktyg fått en allt större plats i förskolan vilket innebär både för-och nackdelar med införandet (Forsling, 2020; Kervin, 2016; Marklund och Dunkels, 2016). Studiens syfte är att bidra med kunskap om barns möjligheter till skrivutveckling med hjälp av digitala verktyg utifrån ett förskollärarperspektiv. Olika aspekter av skrivutveckling digitalt eller analogt presenteras i samband med förskollärarnas viktiga roll kring reflektion och närvaro. Det teoretiska perspektiv som genomsyrar detta arbete är det pragmatiska perspektivet och den metodologiska teorin är positivismen. Som datainsamlingsmetod valdes en webbaserad enkät. Resultatet presenteras utifrån de två forskningsfrågorna som studien utgår från för att stödja studien att svara till syftet. Resultatet presenterar olika påverkande faktorer som påverkar barns tillgång till skrivutveckling genom digitala verktyg. Det främst framträdande faktorer är förskollärarnas ämneskunskaper, tillgängligheten av digitala verktyg och förskollärares inställning till digitala verktyg. Barns erfarenheter som grund till utbildningen framställs som en betydande faktor för förskollärarna i resultatet. Utmaningar med skrivutvecklingen genom digitala verktyg är tillgängligheten. Om tillgängligheten inte finns är det svårt att arbeta med. Studiens resultat och diskussion bidrar med kunskap om barns möjligheter till skrivutveckling med hjälp av digitala verktyg utifrån ett förskollärarperspektiv och ger avslutningsvis förslag på vidare forskning.

Frequent engagement in English extramural activities (i.e., activities that take place outside the classroom) has been found to have a positive impact on EFL learners’ vocabulary knowledge and reading comprehension. In the present study, we aim to extend our knowledge of the possible impact of extramural activities into the realm of second-language writing. Specifically, we investigate the relationship among a number of English extramural activities and two aspects of writing development: lexical diversity and noun phrase complexity. The data are drawn from the Swedish Learner English Corpus (SLEC) which includes texts produced by Swedish secondary school students. The corpus also includes information on how many hours per week students (i) engage in conversations in English, (ii) communicate in English while playing computer/video games, (iii) read in English, (iv) spend time on social media with English content, (v) and watch TV shows or movies in English. The results show that reading in English leads to higher frequency of adjectival modification, whereas conversing in English and watching TV programs positively impact lexical diversity. The results of the study have implications for discussions about the role of L2 classroom instruction vis-à-vis learners’ extramural activities.

Frequent engagement in English extramural activities (i.e., activities that take place outside the classroom) has been found to have a positive impact on EFL learners’ vocabulary knowledge and reading comprehension. In the present study, we aim to extend our knowledge of the possible impact of extramural activities into the realm of second-language writing. Specifically, we investigate the relationship among a number of English extramural activities and two aspects of writing development: lexical diversity and noun phrase complexity. The data are drawn from the Swedish Learner English Corpus (SLEC) which includes texts produced by Swedish secondary school students. The corpus also includes information on how many hours per week students (i) engage in conversations in English, (ii) communicate in English while playing computer/video games, (iii) read in English, (iv) spend time on social media with English content, (v) and watch TV shows or movies in English. The results show that reading in English leads to higher frequency of adjectival modification, whereas conversing in English and watching TV programs positively impact lexical diversity. The results of the study have implications for discussions about the role of L2 classroom instruction vis-à-vis learners’ extramural activities.

Frequent engagement in English extramural activities (i.e., activities that take place outside the classroom) has been found to have a positive impact on EFL learners’ vocabulary knowledge and reading comprehension. In the present study, we aim to extend our knowledge of the possible impact of extramural activities into the realm of second-language writing. Specifically, we investigate the relationship among a number of English extramural activities and two aspects of writing development: lexical diversity and noun phrase complexity. The data are drawn from the Swedish Learner English Corpus (SLEC) which includes texts produced by Swedish secondary school students. The corpus also includes information on how many hours per week students (i) engage in conversations in English, (ii) communicate in English while playing computer/video games, (iii) read in English, (iv) spend time on social media with English content, (v) and watch TV shows or movies in English. The results show that reading in English leads to higher frequency of adjectival modification, whereas conversing in English and watching TV programs positively impact lexical diversity. The results of the study have implications for discussions about the role of L2 classroom instruction vis-à-vis learners’ extramural activities.

This thesis presents unique insights into the written products and writing processes of Swedish deaf and hard-of-hearing (DHH) children using a keystroke logging tool. Writing processes encompass the activities (such as planning or revision) that writers engage in during the production of the written text. The thesis explores how the diverse backgrounds of these children, including age, gender, age of acquisition, hearing degree, and sign language proficiency, may influence their narrative texts. The study includes 58 children and adolescents aged 8–18, with varying degrees of hearing loss and linguistic backgrounds in spoken and written Swedish and Swedish Sign Language. This research comprises four studies that collectively demonstrate that DHH children using hearing technology produce written products closely resembling those of children of deaf adults (CODA) and hearing children. The only notable exceptions are in terms of lexical density and text length, both of which may be associated with their reduced auditory input. The finding of few other differences is unique from an international perspective and may be attributed to the effectiveness of early interventions in the Swedish context which, for instance, include sign language courses for parents, bilingual schools, early hearing screening, and early cochlear implant operations. Regarding the writing process, DHH children exhibit a “here-and-now” planning strategy similar to same-age hearing peers. However, the DHH group shows distinctive patterns in writing fluency, with a more deliberate pace and a tendency to revise work more frequently. This writing behavior may be attributed to slower lexical retrieval and phonological challenges from their specific auditory backgrounds. Extensive local revisions and repeated spelling attempts, visible in the writing processes in the DHH group, may explain the minor differences between the DHH and the hearing groups in their written products. When considering background

This thesis presents unique insights into the written products and writing processes of Swedish deaf and hard-of-hearing (DHH) children using a keystroke logging tool. Writing processes encompass the activities (such as planning or revision) that writers engage in during the production of the written text. The thesis explores how the diverse backgrounds of these children, including age, gender, age of acquisition, hearing degree, and sign language proficiency, may influence their narrative texts. The study includes 58 children and adolescents aged 8–18, with varying degrees of hearing loss and linguistic backgrounds in spoken and written Swedish and Swedish Sign Language. This research comprises four studies that collectively demonstrate that DHH children using hearing technology produce written products closely resembling those of children of deaf adults (CODA) and hearing children. The only notable exceptions are in terms of lexical density and text length, both of which may be associated with their reduced auditory input. The finding of few other differences is unique from an international perspective and may be attributed to the effectiveness of early interventions in the Swedish context which, for instance, include sign language courses for parents, bilingual schools, early hearing screening, and early cochlear implant operations. Regarding the writing process, DHH children exhibit a “here-and-now” planning strategy similar to same-age hearing peers. However, the DHH group shows distinctive patterns in writing fluency, with a more deliberate pace and a tendency to revise work more frequently. This writing behavior may be attributed to slower lexical retrieval and phonological challenges from their specific auditory backgrounds. Extensive local revisions and repeated spelling attempts, visible in the writing processes in the DHH group, may explain the minor differences between the DHH and the hearing groups in their written products. When considering background

This thesis presents unique insights into the written products and writing processes of Swedish deaf and hard-of-hearing (DHH) children using a keystroke logging tool. Writing processes encompass the activities (such as planning or revision) that writers engage in during the production of the written text. The thesis explores how the diverse backgrounds of these children, including age, gender, age of acquisition, hearing degree, and sign language proficiency, may influence their narrative texts. The study includes 58 children and adolescents aged 8–18, with varying degrees of hearing loss and linguistic backgrounds in spoken and written Swedish and Swedish Sign Language. This research comprises four studies that collectively demonstrate that DHH children using hearing technology produce written products closely resembling those of children of deaf adults (CODA) and hearing children. The only notable exceptions are in terms of lexical density and text length, both of which may be associated with their reduced auditory input. The finding of few other differences is unique from an international perspective and may be attributed to the effectiveness of early interventions in the Swedish context which, for instance, include sign language courses for parents, bilingual schools, early hearing screening, and early cochlear implant operations. Regarding the writing process, DHH children exhibit a “here-and-now” planning strategy similar to same-age hearing peers. However, the DHH group shows distinctive patterns in writing fluency, with a more deliberate pace and a tendency to revise work more frequently. This writing behavior may be attributed to slower lexical retrieval and phonological challenges from their specific auditory backgrounds. Extensive local revisions and repeated spelling attempts, visible in the writing processes in the DHH group, may explain the minor differences between the DHH and the hearing groups in their written products. When considering background

Synen på historieundervisning i grundskolan har förskjutits i linje med förändringar i historiedidaktisk forskning avseende vad som är viktigt att kunna. Redan årskurs 6-elever ska kunna resonera i historia för att nå ett godkänt betyg, vilket mellanstadielärare kan uppfatta är högt ställda krav på eleverna. Denna studie vill bidra med kunskap om vilka möjligheter historieundervisningen erbjuder årskurs 5-elever när det gäller att resonera historiskt med fokus på både historiskt tänkande och historiespecifik litteracitet. Empirin består av ljudupptagningar från deltagande observation av historieundervisning samt elevtexter. Materialet analyseras utifrån komplementära teorier: en modell för historiskt resonerande och en teori om historiespecifika texter. Dessa representerar två forskningsfält som båda behövs för att nyanserat fånga innehåll och uttryck. Analysen stöds genom ett grammatiskt fokus på temporalitet och kausalitet. Studien visar att mellanstadieelever använder enklare textaktiviteter som återberättelse i historiska resonemang om kontinuitet och förändring. Mindre ofta förekommer komplexa textaktiviteter, t.ex. förklaring och argumentation, vilka är viktiga för exempelvis resonemang om orsaker och konsekvenser. Genom muntlig bearbetning av historiskt stoff öppnas dock möjligheter att pröva mer komplexa former av historiskt resonerande och textaktiviteter. För att ytterligare stödja utvecklingen av förmågan till historiskt resonerande skulle undervisningen dock behöva tydligare synliggöra samhällsstrukturer, kausala samband, pers­pektivtaganden och textstruktur., Can 5th grade students learn historical reasoning? The expression of historical thinking through reasoning and history-specific literacy in the making History teaching in primary school has shifted in line with changes in history didactic research. By 6th grade, students must have mastered historical reasoning to pass examination. This study contributes knowledge about opportunities that history teaching offers 5th grade students regarding historical reasoning, focusing on both historical thinking and history-specific literacy. Data were generated through participant observation, audio recordings and the compilation of students’ texts. The material has been analysed using two complementary theories: a model for historical reasoning and a theory of history-specific texts. These theories represent two fields of research that are both needed to capture content and expression. The analysis is supported by a grammatical focus on temporality and causality. The study shows that students in grade 5 use simple text activities such as retelling in historical reasoning about continuity and change. Complex text activities, e.g., explanation and argumentation, which are important for reasoning about causes and consequences, occur less often. However, oral processing of historical material offers opportunities to try more complex forms of historical reasoning and text activities. To further support the development of historical reasoning skills, teaching should highlight social structures, causal relationships, perspective-taking and text structure more clearly.

I arbetets inledning presenterades att lärare kunde finna svårigheter med implementering av kamratåterkoppling i undervisningen. Studiens syfte var att uppnå en fördjupad förståelse angående lärares undervisning i kamratåterkoppling för grundskoleelevers skrivutveckling, samt vilken påverkan kamratåterkoppling gav på elevers skrivutveckling. De frågeställningar som examensarbetet utgick ifrån var: Hur undervisar lärare för kamratåterkoppling i grundskoleelevers skrivutveckling? samt Vad kan förklara hur kamratåterkoppling påverkar elevers skrivutveckling? Metoden för arbetet var en litteraturstudie. Data samlades in genom systematiska samt manuella sökningar. Sökningarna resulterade i elva vetenskapliga artiklar som analyserades med hjälp av tematisk analys. Resultatet av studien visade att lärare kunde undervisa i kamratåterkoppling genom att modellera, använda tydliga utvärderingskriterier, implementera olika undervisningsstrategier samt ge elever tid att öva. Resultatet visade också att kamratåterkoppling hade en påverkan på elevers skrivutveckling i form av ökad förståelse i skrivförmågan. Dessutom påvisades sidoeffekter av implementeringen i form av att elever ökade sin kommunikativa förmåga och motivation till skrivning.

Tidigare forskning belyser att digitala verktyg fått en allt större plats i förskolan vilket innebär både för-och nackdelar med införandet (Forsling, 2020; Kervin, 2016; Marklund och Dunkels, 2016). Studiens syfte är att bidra med kunskap om barns möjligheter till skrivutveckling med hjälp av digitala verktyg utifrån ett förskollärarperspektiv. Olika aspekter av skrivutveckling digitalt eller analogt presenteras i samband med förskollärarnas viktiga roll kring reflektion och närvaro. Det teoretiska perspektiv som genomsyrar detta arbete är det pragmatiska perspektivet och den metodologiska teorin är positivismen. Som datainsamlingsmetod valdes en webbaserad enkät. Resultatet presenteras utifrån de två forskningsfrågorna som studien utgår från för att stödja studien att svara till syftet. Resultatet presenterar olika påverkande faktorer som påverkar barns tillgång till skrivutveckling genom digitala verktyg. Det främst framträdande faktorer är förskollärarnas ämneskunskaper, tillgängligheten av digitala verktyg och förskollärares inställning till digitala verktyg. Barns erfarenheter som grund till utbildningen framställs som en betydande faktor för förskollärarna i resultatet. Utmaningar med skrivutvecklingen genom digitala verktyg är tillgängligheten. Om tillgängligheten inte finns är det svårt att arbeta med. Studiens resultat och diskussion bidrar med kunskap om barns möjligheter till skrivutveckling med hjälp av digitala verktyg utifrån ett förskollärarperspektiv och ger avslutningsvis förslag på vidare forskning.

In today's society, it is of great importance to be able to write. A central part of the curriculum in the subject of Swedish is students' writing development, however not how the teaching should benefit students' writing development. Therefore, in this independent work, we want to create a deeper understanding of which strategies benefit students' writing development. The aim is, with the help of literature research, to develop which strategies teachers can use to develop writing for pupils in primary school. In the work, our question is which teaching methods have proven to be favorable for students' writing development. The work process began by searching for keywords through different databases to retrieve scientific articles. We obtained ten scientific articles which we analyzed and constructed through a thematic compilation of the results we obtained from the research studies. The result of this independent work shows that support contributes to motivation. For students to want to develop their writing, they need motivation in the form of support. It also emerges the importance of teachers creating conditions in the classroom for students' writing development. The last thing that we have included in the results is self-regulated learning, which has been shown to benefit students' writing development.

Digitaliseringen har fått ett större utrymme i skolans undervisning och kan leda till förändringar i skrivundervisningen. Elevers röster och åsikter behöver tas i beaktande när skrivundervisningen planeras. Syftet med studien är att belysa elevers uppfattningar om skrivutveckling, skrivundervisning samt analoga och digitala skrivverktyg. För att besvara syftet användes frågeställningarna; Hur upplever elever skrivundervisning och syftet med skrivandet och vilka erfarenheter och uppfattningar har elever av olika skrivverktyg? För att besvara frågeställningarna intervjuades fem elever genom en semistrukturerad intervju som sedan transkriberades och analyserades utifrån en tematisk analys. Studien tar sin utgångspunkt i Simple View of Writing. Resultatet redovisas genom fyra rubriker som är kopplade till studiens syfte; Skrivundervisning och skrivutveckling, skrivsituationer, skrivverktyg och elevers uppfattning av redigering med olika skrivverktyg. Resultatet påvisar att eleverna inte har så stor kunskap om sin skrivutveckling och varför de lär sig skriva. Resultatet visar dessutom att elever mestadels använder lärplattan när de skriver., Digitization has been giving a lot more room in the education system. This might lead to changes in the writing classes. Therefore, the opinions of pupils need to be considered when planning writing classes. The aim of this study is to investigate how pupils perceives writing development, writing education as well as analog and digital writing tool. To achieve the goal of this study the following questions were asked; How do pupils experience writing classes and the purpose of writing, also what experience do pupils have of different tools of writing? Five pupils were interviewed through a semi-structured interview which later was transcribed and analyzed based on a thematic analysis. The study is based on Simple View of Writing. The results are reported through four headings that are linked to the purpose of this study: Writing education and writing development, writing situations, writing tools and students’ understanding of editing with different writing tools. The result shows that the pupils have little knowledge about their writing development and why they learn to write. Also, the result shows that most of the writing is done on the learning board.

Denna studie syftar till att undersöka hur digitala verktyg kan användas som stöd för elever med svenska som andraspråk i deras skrivutveckling. För att förstå hur lärare arbetar med verktygen för att stötta elever och vilka faktorer som påverkar detta behövs det få svar på olika frågor. Studien undersöker vilka möjligheter och utmaningar det finns med användandet av det digitala verktyget, lärares beskrivning av användandet med digitala verktyg och hur lärares digitala kompetens påverkar användandet. Studiens teoretiska utgångspunkt grundar sig i ramfaktorteorin och teoretiska begrepp från det sociokulturella perspektivet om den proximala utvecklingszonen och scaffolding. För att uppfylla syftet med studien har en kvalitativ datasamlingsmetod genomförts i form av intervjuer. Fem intervjuer med sex olika lärare genomfördes för att få svar på studiens frågeställningar. Resultatet i studien visar på att respondenterna uttrycker att de digitala verktygen är en positiv faktor för att utveckla elever med svenska som andraspråk i deras skrivutveckling. Det huvudsakliga resultatet i studien var de olika funktionerna med verktygen som ansågs som en givande möjlighet. Digitala verktygets korrigeringsfunktioner, talsyntes och översättning ligger till grund för elevers skrivutveckling. Utmaningar med digitala verktyget berörs också i studiens resultat. Arbetet med verktygen ger krav på lärare och deras digitala kompetens för att använda verktygen på ett effektivt sätt. Studiens metod och resultat diskuteras slutligen i samband med teori och syfte., This study aims to investigate how digital tools can be used to support pupils with Swedish as a second language in their writing development. To understand how teachers work with digital tools to support pupils and what factors influence this, it is necessary to get answers to various questions. The study investigates what opportunities and challenges there are with the use of the digital tool, teachers’ descriptions of the use of digital tools and how teachers’ digital competence affects their use. The study’s theoretical standpoint is based on the framework factor theory and theoretical concepts from the sociocultural perspective on the proximal development zone and scaffolding. To fulfill the purpose of the study, a qualitative data collection method was conducted in form of interviews. Five interviews with six different teachers were implemented to get answers to the study’s questions. The result of the study show that the respondents express that the digital tools are a positive factor for developing student with Swedish as a second language in their writing development. The main result of the study was different functions with the tool which was considered a rewarding opportunity. The digital tool’s correction functions, speech synthesis and translation form the basis for pupils writing development. Working with the tools places demands on teachers and their digital skills to use the tools effectively. The study’s method and results are finally discussed in connection with theory and purpose.

Den aktuella studien lyfter fram hur elever i behov av extra stöd utvecklar sitt skrivande med hjälp av digitala verktyg. Digitala verktyg är en del av undervisningen idag och blir ständigt en mer omfattande del eftersom digitaliseringen i samhället kontinuerligt utvecklas. Tidigare har digitala verktyg använts som ett hjälpmedel för elever med skrivsvårigheter och därför är det väsentligt att undersöka hur stöttningen ser ut idag när samhället utvecklats och tillgången ökat. Studien är kvalitativ och bygger på intervjuer med lärare och specialpedagoger samt tar sin utgångspunkt i den sociokulturella teorin eftersom den berör lärande. Dessutom relateras ramfaktorteorin till innehållet av denna studie eftersom andra faktorer utom lärarens kontroll påverkar undervisningen. Intervjuerna för fram lärares och specialpedagogers beskrivningar om arbetssätt och funktioner som de tillämpar i undervisningen. Resultatet visar möjligheter och utmaningar med tillämpningen av digitala verktyg. De främsta möligheterna är innehållet i elevers texter, bearbetande av texter, elevers motivation och ökad textproduktion. Utmaningen med arbetssättet är elevers distraktion vid användandet, lärares digitala kompetens och dessutom vikten av ett varierat arbetssätt. När lärare och specialpedagoger använder digitala verktyg som stöd för elever med skrivsvårigheter kan påverkan vara positiv om de har ett genomtänkt arbetssätt och ett tydligt syfte med tillämpningen., The current study highlights how pupils in need of extra support develop their writing with the help of digital tools. Digital tools are part of today´s teaching and continuosly becoming a bigger part, due to overall development of digitalization in society at large. In the past, digital tools have been used as an aid for pupils with writing difficulties and therefore it is important to examine what the support looks like in school today, when society has developed and the accessibility has increased. A qualitative study has been conducted through interviews with teachers and special educators. The sociocultural theory is considered in this study because it is a theory about learning. In addition, the frame factor theory is related to the content of this study, since other factors outside teacher´s control affect the teaching. The interviews with the respondents present different methods of teaching and functions of digital tools that the teachers and the special educators apply in teaching. This study also presents opportunities and challenges with using digital tools, the main possibilities are the content of pupil´s texts, the processing of texts, pupils´ motivation and increased text production. The main challenge with digital tools in writing is the pupils´ distraction when they use the tool, the teacher´s digital qualification and the importance of varied working methods. When teachers and special educators use digital tools as a support for the pupils with writing difficulties the impact can be positive if they have a well though through approach and a clear purpose with the usage.

Många lärare upplever att de digitala verktygen är motiverande, engagerande och främjar elevers skrivutveckling, men den stora frågan är om de verkligen gör det hos elever med koncentrationssvårigheter. Syftet med studien är därmed att undersöka några lärares upplevelser av hur digitala verktyg i skrivundervisningen främjar respektive hämmar skrivutvecklingen hos elever med koncentrationssvårigheter samt hur dessa lärare arbetar med digitala verktyg för de eleverna. Studiens syfte uppfylls med hjälp av semistrukturerade intervjuer med fem verksamma lärare inom F-3. Lärarna i den här studien är till viss del eniga om det digitala verktygets påverkan på elever, men har ibland avvikande uppfattningar. En tematisk analys gjordes för att kunna kategorisera materialet och finna olika rubriker och underrubriker i resultatdelen i den här studien. Hela studien vilar på det sociokulturella perspektivet för att rama in teorier om elevers lärande., Many teachers find that digital tools are motivating, engaging, and promoting their students’ writing development, but the question is whether this applies to students with concentration difficulties. The purpose of the study is thus to investigate some teachers' experiences of how the use of digital tools in writing education promote respective inhibit the development of writing ability among students with concentration difficulties and how teachers work with digital tools for those students. The purpose of the study is fulfilled with the help of semi-structured interviews with five active teachers in F-3. The teachers in this study are to some extent in agreement about the impact of digital tools for this group of students, but sometimes they disagree with each other. A thematic analysis was conducted to be able to categorize the material and find different headings and sub-headings for the results section of this study. The whole study rests on the socio-cultural perspective to frame theories about students' learning.

At the writing of this paper, no research on teachers’ formative assessment practices of writing for English as a foreign language (EFL) in a Swedish upper secondary context was found. How EFL teachers relate to formative assessment practices affects their implementation of it. Therefore, the aim of this research was to elucidate Swedish upper secondary school teachers of English’s perception of formative assessment, their reported perceptions regarding the utility of formative assessment, and how their perception affected their implementation of formative assessment of writing practices. The study used a qualitative approach by conducting semi-constructed interviews of four English teachers. The participants had a concurrent view of formative assessment as an on-going process for facilitating student development; however, their reported practices of applying formative assessment of writing differed. In general, the participants reported practices met the demands of the curriculum of Swedish upper secondary school and English syllabi and aligned with theoretical concepts formative practices, and previous research on implementing teacher feedback for assisting student writing development. Although, the analysis of reported practices also aligned with Burner’s (2016) findings of teachers not fully inviting students into the formative process in terms of participating in assessment and self-assessment. Moreover, the support of colleagues for implementing formative practices emerged as a theme among the participants. With that said, the results of this research cannot be generalized to the Swedish upper secondary context due to its small scale. Furthermore, all results of perceptions and implemented practices were self-reported and not reinforced with objective observations.

Digitaliseringen är ett faktum samtidigt som elever uppvisar en viss skrivproblematik sett utifrån de nationella proven i årskurs 6. Delade meningar råder om hur stor plats digitalt skrivande bör få i undervisningen. Föreliggande studies syfte är därför att undersöka sex mellanstadielärares uppfattningar om elevers skrivande utifrån analogt respektive digitalt skrivande i ämnet svenska. För att besvara studiens syfte samlades material in genom semistrukturerade intervjuer med behöriga mellanstadielärare som undervisar eller har undervisat i ämnet svenska. Det insamlade materialet analyseras efter innehållsanalys och studiens teoretiska utgångspunkt grundar sig i The Simple View of Writing. Resultatet visar att såväl analogt som digitalt skrivande används i undervisningen. Lärarna kan se både likheter och skillnader i elevtexter som skrivs analogt och digitalt. Framförallt karaktäriseras den digitala texten av att vara mer utvecklad, beskrivande och längre. Rättstavningsprogram kan dock medföra en viss problematik då elever begränsas av felmarkeringar eller förhastar sig genom arbetet utan vidare reflektion. Utifrån det analyserade empiriska materialet konstateras att lärares didaktiska kompetens är avgörande och att varken det ena eller andra skrivsättet bör uteslutas i undervisningen. Lärare behöver reflektera kring vilket skrivsätt som fungerar bäst i sammanhanget för att främja elevers skrivutveckling.

This paper examines the impact of teachers' formative feedback on intermediate drafts on student writing development and its interrelationship with summative assessment. Formative feedback is advocated for its benefits on learners writing development; however, its usage in writing instruction at the upper-secondary level is met with frustrations from teachers and students alike. This paper endeavors to draw upon international research on the topic, synthesize the results and correlate it to the educational context of ESL teaching of writing in Swedish upper-secondary schools to elucidate what formative feedback practices are beneficial and how summative aspects can impact them. Research shows that feedback that is encouraging, investigative, and deals with global and local issues alike is more beneficial for facilitating writing development in a new genre. However, teachers should be mindful of overusing imperatives as they can act as demotivators, and they should also be mindful of the toll engaging with feedback takes on learners. Furthermore, teachers should not use grades to motivate feedback uptake, as it does not incentivize learners to do meaningful revisions. Lastly, more research should examine how formative feedback can illustrate students' writing standards without impeding benefits to writing development.

Respons från såväl lärare till elev som från elev till elev kan vara en möjlighet att utveckla elevers skrivande men kan även begränsa elevers skrivande om den inte ges på ett konstruktivt sätt. Vi fann det intressant för vår kommande yrkesroll att ta reda på vad det finns för möjligheter och fallgropar vid kamratrespons. Med det valda problemområdet vill vi fördjupa våra kunskaper i hur elevers skrivutveckling kan påverkas av kamratrespons, det vill säga hur den kan stärka eller hämma elevers skrivutveckling i en pågående skrivprocess. I gymnasieskolans kursplan för svenska 1 är ett av målen för skrivutveckling att elever ska utveckla en språkriktighet, där kamratresponsen utgör en viktig del för skrivutvecklingen (Skolverket, 2011). Till denna kunskapsöversikt har artiklar genom databassökning samlats in. Sedan har vi tillsammans granskat och valt ut relevant material. Vi har noggrant diskuterat varje artikels relevans kopplat till vår frågeställning. Resultatet av valda artiklar visar att responsen ska ges på ett konstruktivt sätt, att den som ger respons måste vara medveten om uppgiftens syfte och att det råder delade meningar om lärarrespons eller kamratrespons är mest effektivt för elevers skrivutveckling. Slutligen kan vi konstatera att dialogen utgör en central del av responsen oavsett för den som tar emot eller ger responsen samt att elever tillsammans kan överkomma uppgifters svårigheter.

This paper examines the impact of teachers' formative feedback on intermediate drafts on student writing development and its interrelationship with summative assessment. Formative feedback is advocated for its benefits on learners writing development; however, its usage in writing instruction at the upper-secondary level is met with frustrations from teachers and students alike. This paper endeavors to draw upon international research on the topic, synthesize the results and correlate it to the educational context of ESL teaching of writing in Swedish upper-secondary schools to elucidate what formative feedback practices are beneficial and how summative aspects can impact them. Research shows that feedback that is encouraging, investigative, and deals with global and local issues alike is more beneficial for facilitating writing development in a new genre. However, teachers should be mindful of overusing imperatives as they can act as demotivators, and they should also be mindful of the toll engaging with feedback takes on learners. Furthermore, teachers should not use grades to motivate feedback uptake, as it does not incentivize learners to do meaningful revisions. Lastly, more research should examine how formative feedback can illustrate students' writing standards without impeding benefits to writing development.

The aim of the study is to examine the teachers’ working methods for reading and writing development among adult learners who are at the beginning of their literacy development, as the methods for reading and writing development can vary depending on research, activities and teachers. Semi-structured interviews and observations are used to answer the research questions, and the data that emerges is processed with a thematic analysis method. The results show that repetition and support, both by teachers as well as students, are integrated parts of study path 1. According to the findings, study part 1’s primary goal is to help students become functionally literate, which calls for a basic understanding of reading and writing. At the same time, methods for reading and writing development such as the sound method, the Witting method, the whole word method and visual support (which is compared to the Bornholm model in this study) are useful for the study path’s goal. Following this, the results based on the research methodologies are compared to the theoretical foundations and the prior research before being further analyzed from a critical perspective. In conclusion, it is possible to notice a degree of agreement amongst the interviewed teachers and how their methods and strategies are practiced during the observations with the aim of enhancing the reading and writing development among adult learners who are at the beginning of their literacy development. Song and imagery are employed as a tool to contextualize the sounds and the new words, whereas the sound method, the Witting method and the whole word method are recurring and more well-established techniques.

By combining qualitative and quantitative methods, this study investigates which writing tasks Swedish as a second language teachers use in their teaching of the different school-related text types, how they justify their choices and adaptations of the writing task, and whether any connections can be seen to the national tests in Swedish as a second language writing tasks. The material used is survey responses and previous national tests whose results are then analysed through theories, such as genre pedagogy and Ivanic writing discourses to answer these questions. Previous research shows how factors such as writing task design and real readers can contribute to writing development in students. Previous research also shows how to work with text types in a language development way and how writing instruction is influenced by teachers' writing discourses. This paper shows from the survey responses that a trend among writing tasks in the different text types can be seen and how 8 out of 10 can be linked to previous national tests in Swedish as a second language. The results show that the teachers' reasons for their choice of writing tasks could be linked to previous national tests, to their suitability in writing the text type and the teacher's writing discourse. The teachers' adaptations of the writing tasks have been more about their way of working than the design of the writing task, but adaptations such as simplified language and adapted language have been mentioned. These results are important because they indicate how established genre pedagogy and its circular model have become in Swedish as a second language teaching and how much influence the national test in Swedish as a second language has on the teachers' choice of writing tasks in the different text types.

By combining qualitative and quantitative methods, this study investigates which writing tasks Swedish as a second language teachers use in their teaching of the different school-related text types, how they justify their choices and adaptations of the writing task, and whether any connections can be seen to the national tests in Swedish as a second language writing tasks. The material used is survey responses and previous national tests whose results are then analysed through theories, such as genre pedagogy and Ivanic writing discourses to answer these questions. Previous research shows how factors such as writing task design and real readers can contribute to writing development in students. Previous research also shows how to work with text types in a language development way and how writing instruction is influenced by teachers' writing discourses. This paper shows from the survey responses that a trend among writing tasks in the different text types can be seen and how 8 out of 10 can be linked to previous national tests in Swedish as a second language. The results show that the teachers' reasons for their choice of writing tasks could be linked to previous national tests, to their suitability in writing the text type and the teacher's writing discourse. The teachers' adaptations of the writing tasks have been more about their way of working than the design of the writing task, but adaptations such as simplified language and adapted language have been mentioned. These results are important because they indicate how established genre pedagogy and its circular model have become in Swedish as a second language teaching and how much influence the national test in Swedish as a second language has on the teachers' choice of writing tasks in the different text types.

The aim of the study is to examine the teachers’ working methods for reading and writing development among adult learners who are at the beginning of their literacy development, as the methods for reading and writing development can vary depending on research, activities and teachers. Semi-structured interviews and observations are used to answer the research questions, and the data that emerges is processed with a thematic analysis method. The results show that repetition and support, both by teachers as well as students, are integrated parts of study path 1. According to the findings, study part 1’s primary goal is to help students become functionally literate, which calls for a basic understanding of reading and writing. At the same time, methods for reading and writing development such as the sound method, the Witting method, the whole word method and visual support (which is compared to the Bornholm model in this study) are useful for the study path’s goal. Following this, the results based on the research methodologies are compared to the theoretical foundations and the prior research before being further analyzed from a critical perspective. In conclusion, it is possible to notice a degree of agreement amongst the interviewed teachers and how their methods and strategies are practiced during the observations with the aim of enhancing the reading and writing development among adult learners who are at the beginning of their literacy development. Song and imagery are employed as a tool to contextualize the sounds and the new words, whereas the sound method, the Witting method and the whole word method are recurring and more well-established techniques.

Digitaliseringen har fått ett större utrymme i skolans undervisning och kan leda till förändringar i skrivundervisningen. Elevers röster och åsikter behöver tas i beaktande när skrivundervisningen planeras. Syftet med studien är att belysa elevers uppfattningar om skrivutveckling, skrivundervisning samt analoga och digitala skrivverktyg. För att besvara syftet användes frågeställningarna; Hur upplever elever skrivundervisning och syftet med skrivandet och vilka erfarenheter och uppfattningar har elever av olika skrivverktyg? För att besvara frågeställningarna intervjuades fem elever genom en semistrukturerad intervju som sedan transkriberades och analyserades utifrån en tematisk analys. Studien tar sin utgångspunkt i Simple View of Writing. Resultatet redovisas genom fyra rubriker som är kopplade till studiens syfte; Skrivundervisning och skrivutveckling, skrivsituationer, skrivverktyg och elevers uppfattning av redigering med olika skrivverktyg. Resultatet påvisar att eleverna inte har så stor kunskap om sin skrivutveckling och varför de lär sig skriva. Resultatet visar dessutom att elever mestadels använder lärplattan när de skriver., Digitization has been giving a lot more room in the education system. This might lead to changes in the writing classes. Therefore, the opinions of pupils need to be considered when planning writing classes. The aim of this study is to investigate how pupils perceives writing development, writing education as well as analog and digital writing tool. To achieve the goal of this study the following questions were asked; How do pupils experience writing classes and the purpose of writing, also what experience do pupils have of different tools of writing? Five pupils were interviewed through a semi-structured interview which later was transcribed and analyzed based on a thematic analysis. The study is based on Simple View of Writing. The results are reported through four headings that are linked to the purpose of this study: Writing education and writing development, writing situations, writing tools and students’ understanding of editing with different writing tools. The result shows that the pupils have little knowledge about their writing development and why they learn to write. Also, the result shows that most of the writing is done on the learning board.

Den aktuella studien lyfter fram hur elever i behov av extra stöd utvecklar sitt skrivande med hjälp av digitala verktyg. Digitala verktyg är en del av undervisningen idag och blir ständigt en mer omfattande del eftersom digitaliseringen i samhället kontinuerligt utvecklas. Tidigare har digitala verktyg använts som ett hjälpmedel för elever med skrivsvårigheter och därför är det väsentligt att undersöka hur stöttningen ser ut idag när samhället utvecklats och tillgången ökat. Studien är kvalitativ och bygger på intervjuer med lärare och specialpedagoger samt tar sin utgångspunkt i den sociokulturella teorin eftersom den berör lärande. Dessutom relateras ramfaktorteorin till innehållet av denna studie eftersom andra faktorer utom lärarens kontroll påverkar undervisningen. Intervjuerna för fram lärares och specialpedagogers beskrivningar om arbetssätt och funktioner som de tillämpar i undervisningen. Resultatet visar möjligheter och utmaningar med tillämpningen av digitala verktyg. De främsta möligheterna är innehållet i elevers texter, bearbetande av texter, elevers motivation och ökad textproduktion. Utmaningen med arbetssättet är elevers distraktion vid användandet, lärares digitala kompetens och dessutom vikten av ett varierat arbetssätt. När lärare och specialpedagoger använder digitala verktyg som stöd för elever med skrivsvårigheter kan påverkan vara positiv om de har ett genomtänkt arbetssätt och ett tydligt syfte med tillämpningen., The current study highlights how pupils in need of extra support develop their writing with the help of digital tools. Digital tools are part of today´s teaching and continuosly becoming a bigger part, due to overall development of digitalization in society at large. In the past, digital tools have been used as an aid for pupils with writing difficulties and therefore it is important to examine what the support looks like in school today, when society has developed and the accessibility has increased. A qualitative study has been conducted through interviews with teachers and special educators. The sociocultural theory is considered in this study because it is a theory about learning. In addition, the frame factor theory is related to the content of this study, since other factors outside teacher´s control affect the teaching. The interviews with the respondents present different methods of teaching and functions of digital tools that the teachers and the special educators apply in teaching. This study also presents opportunities and challenges with using digital tools, the main possibilities are the content of pupil´s texts, the processing of texts, pupils´ motivation and increased text production. The main challenge with digital tools in writing is the pupils´ distraction when they use the tool, the teacher´s digital qualification and the importance of varied working methods. When teachers and special educators use digital tools as a support for the pupils with writing difficulties the impact can be positive if they have a well though through approach and a clear purpose with the usage.

Denna studie syftar till att undersöka hur digitala verktyg kan användas som stöd för elever med svenska som andraspråk i deras skrivutveckling. För att förstå hur lärare arbetar med verktygen för att stötta elever och vilka faktorer som påverkar detta behövs det få svar på olika frågor. Studien undersöker vilka möjligheter och utmaningar det finns med användandet av det digitala verktyget, lärares beskrivning av användandet med digitala verktyg och hur lärares digitala kompetens påverkar användandet. Studiens teoretiska utgångspunkt grundar sig i ramfaktorteorin och teoretiska begrepp från det sociokulturella perspektivet om den proximala utvecklingszonen och scaffolding. För att uppfylla syftet med studien har en kvalitativ datasamlingsmetod genomförts i form av intervjuer. Fem intervjuer med sex olika lärare genomfördes för att få svar på studiens frågeställningar. Resultatet i studien visar på att respondenterna uttrycker att de digitala verktygen är en positiv faktor för att utveckla elever med svenska som andraspråk i deras skrivutveckling. Det huvudsakliga resultatet i studien var de olika funktionerna med verktygen som ansågs som en givande möjlighet. Digitala verktygets korrigeringsfunktioner, talsyntes och översättning ligger till grund för elevers skrivutveckling. Utmaningar med digitala verktyget berörs också i studiens resultat. Arbetet med verktygen ger krav på lärare och deras digitala kompetens för att använda verktygen på ett effektivt sätt. Studiens metod och resultat diskuteras slutligen i samband med teori och syfte., This study aims to investigate how digital tools can be used to support pupils with Swedish as a second language in their writing development. To understand how teachers work with digital tools to support pupils and what factors influence this, it is necessary to get answers to various questions. The study investigates what opportunities and challenges there are with the use of the digital tool, teachers’ descriptions of the use of digital tools and how teachers’ digital competence affects their use. The study’s theoretical standpoint is based on the framework factor theory and theoretical concepts from the sociocultural perspective on the proximal development zone and scaffolding. To fulfill the purpose of the study, a qualitative data collection method was conducted in form of interviews. Five interviews with six different teachers were implemented to get answers to the study’s questions. The result of the study show that the respondents express that the digital tools are a positive factor for developing student with Swedish as a second language in their writing development. The main result of the study was different functions with the tool which was considered a rewarding opportunity. The digital tool’s correction functions, speech synthesis and translation form the basis for pupils writing development. Working with the tools places demands on teachers and their digital skills to use the tools effectively. The study’s method and results are finally discussed in connection with theory and purpose.

Många lärare upplever att de digitala verktygen är motiverande, engagerande och främjar elevers skrivutveckling, men den stora frågan är om de verkligen gör det hos elever med koncentrationssvårigheter. Syftet med studien är därmed att undersöka några lärares upplevelser av hur digitala verktyg i skrivundervisningen främjar respektive hämmar skrivutvecklingen hos elever med koncentrationssvårigheter samt hur dessa lärare arbetar med digitala verktyg för de eleverna. Studiens syfte uppfylls med hjälp av semistrukturerade intervjuer med fem verksamma lärare inom F-3. Lärarna i den här studien är till viss del eniga om det digitala verktygets påverkan på elever, men har ibland avvikande uppfattningar. En tematisk analys gjordes för att kunna kategorisera materialet och finna olika rubriker och underrubriker i resultatdelen i den här studien. Hela studien vilar på det sociokulturella perspektivet för att rama in teorier om elevers lärande., Many teachers find that digital tools are motivating, engaging, and promoting their students’ writing development, but the question is whether this applies to students with concentration difficulties. The purpose of the study is thus to investigate some teachers' experiences of how the use of digital tools in writing education promote respective inhibit the development of writing ability among students with concentration difficulties and how teachers work with digital tools for those students. The purpose of the study is fulfilled with the help of semi-structured interviews with five active teachers in F-3. The teachers in this study are to some extent in agreement about the impact of digital tools for this group of students, but sometimes they disagree with each other. A thematic analysis was conducted to be able to categorize the material and find different headings and sub-headings for the results section of this study. The whole study rests on the socio-cultural perspective to frame theories about students' learning.

At the writing of this paper, no research on teachers’ formative assessment practices of writing for English as a foreign language (EFL) in a Swedish upper secondary context was found. How EFL teachers relate to formative assessment practices affects their implementation of it. Therefore, the aim of this research was to elucidate Swedish upper secondary school teachers of English’s perception of formative assessment, their reported perceptions regarding the utility of formative assessment, and how their perception affected their implementation of formative assessment of writing practices. The study used a qualitative approach by conducting semi-constructed interviews of four English teachers. The participants had a concurrent view of formative assessment as an on-going process for facilitating student development; however, their reported practices of applying formative assessment of writing differed. In general, the participants reported practices met the demands of the curriculum of Swedish upper secondary school and English syllabi and aligned with theoretical concepts formative practices, and previous research on implementing teacher feedback for assisting student writing development. Although, the analysis of reported practices also aligned with Burner’s (2016) findings of teachers not fully inviting students into the formative process in terms of participating in assessment and self-assessment. Moreover, the support of colleagues for implementing formative practices emerged as a theme among the participants. With that said, the results of this research cannot be generalized to the Swedish upper secondary context due to its small scale. Furthermore, all results of perceptions and implemented practices were self-reported and not reinforced with objective observations.

Digitaliseringen är ett faktum samtidigt som elever uppvisar en viss skrivproblematik sett utifrån de nationella proven i årskurs 6. Delade meningar råder om hur stor plats digitalt skrivande bör få i undervisningen. Föreliggande studies syfte är därför att undersöka sex mellanstadielärares uppfattningar om elevers skrivande utifrån analogt respektive digitalt skrivande i ämnet svenska. För att besvara studiens syfte samlades material in genom semistrukturerade intervjuer med behöriga mellanstadielärare som undervisar eller har undervisat i ämnet svenska. Det insamlade materialet analyseras efter innehållsanalys och studiens teoretiska utgångspunkt grundar sig i The Simple View of Writing. Resultatet visar att såväl analogt som digitalt skrivande används i undervisningen. Lärarna kan se både likheter och skillnader i elevtexter som skrivs analogt och digitalt. Framförallt karaktäriseras den digitala texten av att vara mer utvecklad, beskrivande och längre. Rättstavningsprogram kan dock medföra en viss problematik då elever begränsas av felmarkeringar eller förhastar sig genom arbetet utan vidare reflektion. Utifrån det analyserade empiriska materialet konstateras att lärares didaktiska kompetens är avgörande och att varken det ena eller andra skrivsättet bör uteslutas i undervisningen. Lärare behöver reflektera kring vilket skrivsätt som fungerar bäst i sammanhanget för att främja elevers skrivutveckling.

Respons från såväl lärare till elev som från elev till elev kan vara en möjlighet att utveckla elevers skrivande men kan även begränsa elevers skrivande om den inte ges på ett konstruktivt sätt. Vi fann det intressant för vår kommande yrkesroll att ta reda på vad det finns för möjligheter och fallgropar vid kamratrespons. Med det valda problemområdet vill vi fördjupa våra kunskaper i hur elevers skrivutveckling kan påverkas av kamratrespons, det vill säga hur den kan stärka eller hämma elevers skrivutveckling i en pågående skrivprocess. I gymnasieskolans kursplan för svenska 1 är ett av målen för skrivutveckling att elever ska utveckla en språkriktighet, där kamratresponsen utgör en viktig del för skrivutvecklingen (Skolverket, 2011). Till denna kunskapsöversikt har artiklar genom databassökning samlats in. Sedan har vi tillsammans granskat och valt ut relevant material. Vi har noggrant diskuterat varje artikels relevans kopplat till vår frågeställning. Resultatet av valda artiklar visar att responsen ska ges på ett konstruktivt sätt, att den som ger respons måste vara medveten om uppgiftens syfte och att det råder delade meningar om lärarrespons eller kamratrespons är mest effektivt för elevers skrivutveckling. Slutligen kan vi konstatera att dialogen utgör en central del av responsen oavsett för den som tar emot eller ger responsen samt att elever tillsammans kan överkomma uppgifters svårigheter.

Korleis kan ein legge til rette for ei funksjonell og formålsretta skriveopplæring for dei yngste skuleelevane? For å kaste lys over dette spørsmålet vil vi diskutere forholdet mellom skrivarutvikling og skriveutvikling, teksterfaringar, repertoar og meistringstru. Artikkelen har form av ei fagleg drøfting, forankra i tidlegare forsking og eit multimodalt sosialsemiotisk perspektiv på skriving. Resonnementet blir underbygd gjennom analyse av etnografiske data og elevtekstar frå eit pågåande prosjekt., How can we facilitate a functional and purpose-oriented writing instruction for first grade students? This article discusses the relationship between writer development and writing development, the students’ text experiences and repertoire of meaning making resources, and their self-efficacy. The discussion is anchored in previous research and a multimodal social semiotic perspective on writing and substantiated through analysis of ethnographical data and student texts from ongoing research.

In this article, Kevin Roozen, an American professor and researcher presents a longitudinal case study of a university student with a deep religious commitment and an intense interest in scientific knowledge. In contrast to the idea that disciplinary writing is learned within the limits of hegemonic practices set by each discipline, Roozen adopt a theoretical framework that advocates that this type of learning results from the intertwining of a wide set of texts, practices, semiotic resources, and activities, including academic and daily ones, that people weave throughout their lives, thus building a continuous semiotic transformation and the possibility of becoming other types of people., En este artículo, el profesor e investigador estadounidense Kevin Roozen expone un estudio longitudinal de caso en torno a un estudiante universitario con un profundo compromiso religioso y un fuerte interés en el conocimiento científico. En contraposición a la idea de que la escritura disciplinar se aprende dentro de los límites de las prácticas hegemónicas de las disciplinas, Roozen adopta un marco teórico que postula que ese aprendizaje resulta del entramado de un amplio conjunto de textos, prácticas, recursos semióticos y actividades, tanto académicos como cotidianos, que las personas entretejen a lo largo de sus vidas, construyendo un continuo devenir semiótico. Situado en este encuadre, el autor analiza cómo, a través del uso y la reutilización de inscripciones o diagramas de diferente tipo a lo largo del tiempo, el estudiante negocia y renegocia sus identidades hasta hacerlas confluir en un sentido de sí mismo y del mundo, opuesto a visiones dominantes. Los resultados, a los que el investigador arriba después de análisis minuciosos y su revisión y aprobación por parte del estudiante participante en la investigación, sugieren la importancia crucial de la atención a las complejas y extensas historias de literacidad de las personas a fin de construir alternativas pedagógicas que potencien el entramado creativo y continuo de la totalidad de los recursos semióticos disponibles para los estudiantes, en vez de conducirlos por las sendas ya existentes construidas dentro de las disciplinas.

Skolan idag präglas av digitala verktyg och ett av dessa är surfplattan. Elever skriver för det mesta digitalt idag och penna och papper försvinner alltmer. I styrdokumenten står det tydligt att eleverna ska få möjlighet att använda digitala verktyg, men hur mycket de ska användas och till vad är varje skolas val. Genom en fenomenografisk metod med kvalitativa intervjuer ämnade denna studie undersöka hur lärare upplever elevers stavning, när de skriver med penna och papper respektive när de skriver digitalt. Studien utgår från ett sociokulturellt perspektiv, då surfplattan ses som ett medierande verktyg. Surfplattans rättstavningsprogram kan bidra till appropriering hos eleverna, det vill säga att eleverna reflekterar över varför en rödmarkering, uppstår och omedelbart korrigera ordet. Resultatet av analysen visar att eleverna har brister i stavningen när de skriver för hand. Elever idag förlitar sig på autokorrigering av rättstavning och när den inte finns tillgänglig uppstår det stavfel. Studien visar även att stavfelen kan variera beroende på var skolan ligger geografiskt. Stavfel som görs av elever som går på en skola i Småland; skiljer sig från elever som går på en skola i exempelvis Stockholm. Autokorrigering kan användas på olika sätt och beroende på hur programmet används kan eleverna gynnas eller hinder kan uppstå. Genom att variera arbetsformer och stänga av stavningskontroll på surfplattan bör stavningen förbättras, enligt de medverkande i studien., Schools today are characterized by the use of digital tools and one of these is the tablet. Students write mostly digitally today, and pen and paper disappear more and more. The governing documents clearly state that students should be given the opportunity to use digital tools, but how much should it be used, is each school's choice. Through a phenomenographic method with qualitative interviews, this study aims to find out how teachers experience students' spelling, when they write with pen and paper as opposed to when they write digitally. The study includes a socio-cultural perspective, as the tablet is seen as a mediating tool and spelling programs can contribute to an appropriation among the students, that is, the students reflect on why a red mark arises and must correct the word immediately. The results of the analysis show that the students have spelling shortcomings when they write by hand. Students today rely on auto-correction and when it does not exist, spelling errors occur. The study also shows that spelling errors can vary depending on where the school is located. Spelling mistakes made by students who go to a school in Småland differ from that of students who go to a school in, for example, Stockholm. Auto-correction can be used in different ways and depending on how it is used, students can benefit from it, or it can create obstacles for them. By varying the working methods and turning off the spelling checker on the tablet, the spelling should improve, according to the participants in the study.

The writing education in primary schools’ lower years is the starting point for pupils’ future writing development. Teachers for pupils in primary school, in preschool class and grades 1-3, therefore have an important role to generate motivation to write for pupils in their writing development, as this lays the foundation for their motivation to write further on in their future education and lives. Problems have been identified by researchers that poor motivation in writing teaching can lead to consequences where pupils do not develop their writing further on in their upcoming education and lives. Previous research has also found that there is a close connection between motivation and learning as well as motivation and writing development. This declaration is supported by theories about motivation, pupils’ self-confidence in writing, explicit writing teaching as well as didactic and sociocultural theories. The purpose of this study is therefore to discuss how teachers in preschool class and the grades 1-3 work to generate pupils’ motivation in the teachers’ writing teaching. The purpose of this study is also to discuss how the teachers use of authentic writing tasks influence on their pupils' writing development. The outcoming results of this study have emerged through qualitative interviews where the interview answers have been analyzed in association to the presented theories above. The analyzed results have been discussed in relation to previous research which led us to a suitable conclusion that shows that the teachers in this study work in various ways, using different teaching methods where using authentic activities is one of those, to stimulate the pupils’ motivation in their writing development. The results of this study also show that the teachers’ use of authentic writing tasks have a positive influence on their pupils’ writing development.

Background: The school's mission is to promote the development and learning of all students and that special consideration should be given to those who have difficulty achieving the purpose of the studies. One way to find ways to support all learning is through conversations with special education teachers. According to the degree ordinance, the special education teacher with a specialization in language reading and writing development must be a qualified conversation partner regarding the same. My problem area is about the special education teacher's role as a qualified conversation partner and counsellor in matters of language, reading and writing development. The purpose of this work is to contribute knowledge about how some teachers, principals and special education teachers describe the special teacher's relational competence in the role of qualified conversation partner and advisor in matters of language, reading and writing development. Method in the study is semi-structured interviews of six respondents. Two special education teachers, two teachers and two principals. The interview results have been analyzed on the basis of Aspelin's (2018) analytics relational competence and on the basis of KoRP, the communicative relational perspective (Ahlberg, 1999). The results show that all respondents give examples of relational competence in the special education teachers. It also emerges that the special education teacher, in consultative conversations, is perceived as clear and structured. Half of the respondents feel that the conversations are important for the teaching of Swedish, and one of them states that he always makes changes in his teaching after the conversations. Conclusions: Both special teachers want to see more profound changes in the classroom after conversations. I see it as important that the special education teacher, with the support of the school management, is given the opportunity to develop their conversational role together with colleagues i, Bakgrunden: Skolans uppdrag är att främja alla elevers utveckling och lärande och att särskild hänsyn ska tas till de som har svårt att nå målen. Ett sätt att utveckla former för att stödja alla elevers lärande är genom samtal med speciallärare. Enligt examensordningen ska specialläraren med inriktning mot språk- skriv-och läsutveckling vara en kvalificerad samtalspartner och rådgivare gällande detsamma. Mitt problemområde handlar om innebörden av speciallärarens roll som kvalificerad samtalspartner och rådgivare inom språk- skriv och läsutveckling. Syftet med detta arbete är att bidra med kunskap om hur några lärare, rektorer och speciallärare beskriver speciallärarens relationskompetens i rollen som kvalificerad samtalspartner och rådgivare i frågor om språk- skriv- och läsutveckling. Metod i studien är semistrukturerade intervjuer av sex respondenter. Två speciallärare, två lärare samt två rektorer. Intervjusvaren har analyserats utifrån Aspelins (2018) analysverktyg relationskompetens samt utifrån KoRP, det kommunikativa relationsinriktade perspektivet (Ahlberg, 1999). Resultaten visar att alla respondenter ger exempel på relationskompetens hos speciallärarna. Det framkommer även att specialläraren, i rådgivande samtal, upplevs som tydlig och strukturerad. Hälften av respondenterna upplever att samtalen har betydelse för undervisningen i svenska, och av dem är det en som uppger att han alltid gör förändringar i sin undervisning efter samtalen.Slutsatser: Båda speciallärarna önskar se mer djupgående förändringar i klassrummet efter samtal. Att specialläraren, med skolledningens stöd, får möjlighet att utveckla sin samtalsroll tillsammans med kollegor i fortbildningar ser jag som viktigt. På olika sätt behöver speciallärarens samtalsroll, t ex genom observationer av klassrumsarbete och därpå följande samtal utvecklas. Speciallärarens betydelse som samtalspartner för språk- skriv - och läsutveckling i skolan bör tydliggöras och arbetas in i det dagliga arbetet på s

Writing constitutes a crucial communication tool in everyday activities, whether in education, social, or professional life. The cognitive and motor processes involved in writing are numerous and complex, and learning to spell and to handwrite is a long-lasting challenge during childhood. While most children achieve mastery of writing abilities without too much trouble, children with dyslexia have a persistent spelling impairment, making writing acquisition even more challenging. Moreover, past research has highlighted that such children also have slower or poorer handwriting than their peers. However, while spelling and handwriting are inevitably related, these skills have been traditionally studied separately. Consequently, the current literature does not hold a clear picture of the concurrent development of spelling and handwriting. Furthermore, the nature and the origin of children with dyslexia’s handwriting difficulties are not established, and the presence of a graphomotor deficit in dyslexia is debated. This doctoral dissertation seeks to contribute to the understanding of the development of spelling and handwriting in children with and without dyslexia. More specifically, we wanted to address two research questions: how do spelling and handwriting develop and influence each other during writing development? (Objective 1), and do children with dyslexia present a graphomotor deficit? (Objective 2). These objectives were addressed through five empirical studies conducted in samples of French-speaking children. In each study, measures of spelling accuracy, handwriting speed and legibility were collected during writing tasks. The use of robust experimental designs, i.e. longitudinal, interventional and neuroimaging, led to valuable contributions to the field of writing research and dyslexia. Our longitudinal findings highlighted significant associations between spelling and handwriting in typical development. Spelling and handwriting speed were found to be posit, (PSYE - Sciences psychologiques et de l'éducation) -- UCL, 2021

The writing education in primary schools’ lower years is the starting point for pupils’ future writing development. Teachers for pupils in primary school, in preschool class and grades 1-3, therefore have an important role to generate motivation to write for pupils in their writing development, as this lays the foundation for their motivation to write further on in their future education and lives. Problems have been identified by researchers that poor motivation in writing teaching can lead to consequences where pupils do not develop their writing further on in their upcoming education and lives. Previous research has also found that there is a close connection between motivation and learning as well as motivation and writing development. This declaration is supported by theories about motivation, pupils’ self-confidence in writing, explicit writing teaching as well as didactic and sociocultural theories. The purpose of this study is therefore to discuss how teachers in preschool class and the grades 1-3 work to generate pupils’ motivation in the teachers’ writing teaching. The purpose of this study is also to discuss how the teachers use of authentic writing tasks influence on their pupils' writing development. The outcoming results of this study have emerged through qualitative interviews where the interview answers have been analyzed in association to the presented theories above. The analyzed results have been discussed in relation to previous research which led us to a suitable conclusion that shows that the teachers in this study work in various ways, using different teaching methods where using authentic activities is one of those, to stimulate the pupils’ motivation in their writing development. The results of this study also show that the teachers’ use of authentic writing tasks have a positive influence on their pupils’ writing development.

Att kunna skriva har en stor betydelse i dagens samhälle. Elever i skrivsvårigheter kan påverkas negativt i olika sammanhang i livet. I klassrummet har läraren ett ansvar att se till att dessa elever utvecklar en god skrivförmåga. Syftet med studien är att undersöka vad svensk och internationell forskning visat de senaste 10 åren när det gäller lärares didaktiska kompetens på området skrivutveckling hos elever i skrivsvårigheter i lågstadiet. Studiens frågeställningar handlar om att undersöka vilka kunskaper och kompetenser läraren behöver ha för att gynna skrivutvecklingen hos elever i skrivsvårigheter. Det lyfts även fram vilka undervisningsmetoder som understödjer skrivutvecklingen hos elever i skrivsvårigheter. De huvudbegrepp som behandlas i studien är: skrivsvårigheter, skrivutveckling, undervisningsmetoder och didaktisk kompetens. Metoden som valts till studien är en systematisk litteraturstudie där tre vetenskapliga avhandlingar och sex artiklar ligger till grund för min undersökning. Materialets resultat visar att lärarens skrivkunskaper har en stor betydelse för att gynna elevers skrivutveckling i skrivsvårigheter samt att läraren använder sig av varierande arbetsmetoder. Några framgångsrika undervisningsmetoder som presenteras i resultatet är stöttning och olika typer av skriftspråksaktiviteter.

In 2017, the Swedish government decided to implement digitalization in schools nationwide. The idea was that the school's digitalization would provide an opportunity to increase students' digital competence, knowledge development and equivalence. The iPad is a relatively new digital tool that is used in schools to a large extent. The purpose of the study is to investigate how teachers use the iPad in Swedish teaching to develop students' reading and writing skills in preschool. What advantages and disadvantages do they see with the iPad as a technical aid, and is there enough knowledge and research to evaluate the use of iPads in teaching? The results of the study are based on a research and literature review linked to qualitative semi-structured interviews with teachers. The study shows that the iPad can contribute to students becoming more engaged and increase collaboration between students. The iPad can act as a motivation booster in reading and writing development which previous research confirms. It is important to use the iPad with an intended purpose, in order to gain a positive effect. In order to get the best possible effect it is important that schools map the use and ensure that teachers have adequate premises., 2017 beslutade Sveriges regering att en nationell digitalisering skulle äga rum inom skolan. Målet med beslutet var att skolans digitalisering skulle ge möjlighet till att öka elevernas digitala kompetens, kunskapsutveckling och likvärdighet. Ipad är ett relativt nytt digitalt verktyg i skolverksamheten som generellt används i stor utsträckning. Syftet med studien är att undersöka hur lärare använder sig av iPad i sin svenskundervisning för att utveckla elevers läs- och skrivutveckling inom årskurs F till 3. Vilka för- och nackdelar ser de med iPad som tekniskt hjälpmedel, och finns det tillräckligt med kunskap och forskning för att värdera användningen av iPad i undervisningen? Studiens resultat grundar sig i en forsknings- och litteraturgenomgång kopplad till kvalitativa semistrukturerade intervjuer med aktiva lärare. Studien visar att iPad kan bidra till att eleverna blir mer engagerade och att samarbetet mellan eleverna ökar. IPad kan agera motivationshöjare inom läs-och skrivutvecklingen och detta belyser forskningen som en viktig faktor för elevernas utveckling inom ämnet. Det är viktigt att använda iPaden på rätt sätt med uttänkt syfte för att ge rätt positiv effekt. För att få bästa möjliga effekt inom skolorna är det viktigt att skolledningen kartlägger användandet och ger lärarna rätt förutsättningar.

Syftet med denna studie är att undersöka mellanstadielärares ställningstaganden och erfarenheter av elevers digitala skrivande och skrivande för hand i svenskämnet. För att genomföra studien intervjuades fem verksamma lärare i årskurs 4–6. Den insamlade datan analyserades med hjälp av innehållsanalys och det sociokulturella perspektivet med de två begreppen mediering och scaffolding. Resultatet av studien visar att de deltagande lärarna använder sig olika mycket av digitalt skrivande och skrivande för hand i sin undervisning. En positiv aspekt som lärarna lyfter om det digitala skrivandet är möjligheten till redigering av texter. Lärarna i studien nämner även att det finns nackdelar med att låta eleverna skriva digitalt, som till exempel att det kan uppstå tekniska problem med datorer. Flera av lärarna anser att det är viktigt att låta eleverna skriva för hand för att utveckla en läslig handstil. Alla tar upp att eleverna tycker att det är jobbigt att skriva för hand och bygger därför upp ett motstånd som en negativ aspekt av detta skrivsätt. Resultatet visar även att samtliga lärare har fått fortbildning i användandet av digitala verktyg. Flera lärare uttrycker dock att den kunskap de har i digitala verktyg i undervisningen främst är eget inhämtande av kunskap, vilket signalerar att kunskap i digitalt skrivande inhämtas från annat håll än fortbildning.