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Classroom Activities and Engagement for Children with Reading and Writing Difficulties
Mälardalens högskola, Institutionen för samhälls- och beteendevetenskap.
Mälardalens högskola, Institutionen för samhälls- och beteendevetenskap.
2006 (engelsk)Inngår i: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, European Journal of Special Needs Education, Vol. 21, nr 2, s. 187-200Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

A multiple case study is reported aiming at comparing the degree of taking part and being engaged in classroom activities for children with and without reading and writing difficulties. Observations are made of 23 pupils with reading and writing difficulties (seven with a diagnosis of dyslexia), and 23 pupils in a control group; the observations concern accessibility to, taking part in, engagement and received help in classroom activities. The result is discussed in relation to the two goals in Swedish schools: 'goals to ttain' and 'goals to aim for'. A conclusion is that the two goals for the instruction in Swedish language involve a dilemma for teachers, since all children are expected to reach the 'goals to attain', while instruction is expected to be directed towards 'goals to aim for'.

sted, utgiver, år, opplag, sider
2006. Vol. 21, nr 2, s. 187-200
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URN: urn:nbn:se:mdh:diva-3276DOI: 10.1080/08856250600600885Scopus ID: 2-s2.0-33744920342OAI: oai:DiVA.org:mdh-3276DiVA, id: diva2:115940
Tilgjengelig fra: 2007-04-12 Laget: 2007-04-12 Sist oppdatert: 2017-12-14bibliografisk kontrollert

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