Browsing by Subject "lukemaan oppiminen"

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  • Kurki, Hanna (Helsingin yliopisto, 2020)
    Objectives. The purpose of the study is to examine the effect of the individual and systematic support for the pupil who has wide learning difficulties and slight mental disability. The purpose of the study is to develop my own work as a special class teacher and to gather information about the effectiveness of the support. The theoretical background of the study is based on six principal themes. The themes are pre-reading skills, learning to read, reading disability, how does the mildly mentally handicapped pupil learn to read, evaluation of the pre-reading skills in the school and a model of response support. Methods. The thesis is a qualitative case study. Three pupils who have wide learning difficulties and slight mental disability participated in the study. First the study examines pupils’ pre-reading skills with evaluation tools. Based on the evaluation, an individual training program is designed for the pupil which purpose is to promote the pre-reading skills of the pupil. Results and conclusions. The use of evaluation tools was found suitable to evaluate the pre-reading skills. The slight mental handicapped pupil benefitted from a long-term and planned teaching experiment. All pupils pre-reading skills were progressed during the teaching experiment. The teaching experiment in the thesis is clear and feasible to use in a teachers work. The teaching experiment gives new information about the need of pupil’s support and helps the teacher focus the support on practicing the right skill.
  • Leppänen, Katri (Helsingfors universitet, 2016)
    The importance of reading and writing skills in everyday life has increased continuously. Previous research has also shown that reading skills are associated with success in other school subjects. Three-tier model introduced in 2011 focuses on early intervention, identification and support. The main purpose of this study was to gather information about teacher's supporting methods at first school year. How they work with dyslectic students and struggling readers. What is the relevance of three-tier model and how three-tier model affects the support services. Attention is paid to evaluation, strategies, methods, tools and follow-up measures. The aim is to highlight concrete examples. The study was conducted by interviewing four special teachers. Teachers work in primary schools and teaching to read is a big part of their work. Data has been recorded and transcribed. Analysis was based on transcribed data and research questions. The study showed that all respondents evaluate student's basic reading skills soon after the start of school. Support is offered to those who need it the most. There were school-specific differences in evaluation methods, arrangements and group formation. All four teachers accomplished small-group teaching and part-time special education. Three teachers made flexible groupings. None of the respondents carried out individualized instruction. One respondent carried out co-teaching approach. Teachers used well known and research based tools and materials. They also made materials by their selves. Teachers were aware the important aspects of learning to read. They paid attention to phonological awareness, syllable awareness, letter knowledge and working memory. All four teachers made evaluation during the year. However the study reveals that 1-graders are rarely sent to psychological tests or moved to tier 2 even if their reading skills don't proceed.
  • Nuotio, Riikka (Helsingin yliopisto, 2019)
    The purpose of this study was to describe, analyze and interpret what kind of experiences and what contact with the use of Satukantele (a traditional Finnish instrument) is to linguistic skills, to creativity and musical action of pupils, and to pupils` other activities in school. Research is a qualitative case study in a first-class special education group. The theoretical framework of the thesis presents earlier studies of music connections to learning and other activities and human well-being. In addition, the development of reading and writing skills, teaching methods of reading and challenges of learning to read are considered. This first study included eight firstgraders in a special education group and a special education teacher. During the study, the pupils participated in eight Satukantele classes designed and driven by the researcher during spring 2019. In the sessions, the pupils invented their own texts and composi-tions, which were then adapted to a single finished work. The texts were adapted to the tone by syllables. The finished works were played and sung together during the Satukantele studies. At the beginning of every class pupils first played ready-made notations (Leikkinuotti) to increase the understanding of the reading direction and ensure motivation and concentration. At the be-ginning and end of the study period, syllable analysis of the first-class autumn evaluation materi-al was carried out from the LukiMat test, the analysis of which aimed to gain an understanding of linguistic skills during the study. At the end of the study, students and teacher were inter-viewed. The interview material was transcribed and analyzed by material-based content analy-sis. The topics highlighted in the interviews were supported by the findings of the study journal and the mean of the answers in the LukiMat-tests. Based on the results of the analysis of the material, three themes emerged: 1. Satukantele as a Learning Tool 2. Satukantele as a Produc-er of pleasure and 3. Satukantele as the Enabling Creativity and Own Thinking. In this study, the use of Satukantele was connected with learning to play the instrument itself, learning musical lit-eracy and reading direction, gaining an experience of success, enabling the pupil's own creative activity (inventing), producing positive emotional experiences, and strengthening linguistic skills. In particular, the results of this study related to pleasure and creative activity were in line with previous music-related studies.
  • Evakoski, Terhi (Helsingin yliopisto, 2021)
    Objectives The present study is a Finnish survey of literacy skills and literacy teaching of children and young pupils studying by the activity areas. Teaching by the activity areas is part of special support. Severely disabled pupils and pupils with severe chronic illnesses usually attend area-of-activity teaching as they are unable to follow the subject-specific curriculum. Literacy is an essential skill in everyday life which is why learning of literacy is also justified for students studying by the activity areas. Reading is a complex process that requires mastery of various skills. Previous studies show that the development of literacy in people with disabilities broadly resembles the development of literacy in typically developed peers. However, poor cognitive skills of people with disabilities usually make the process of learning to read more difficult and time consuming. Hence development of literacy skills in people with disabilities requires time, multiple repetitions as well as regular and systematic practice of reading. The aim of the study was to survey whether literacy is taught to pupils studying by the activity areas, what level of literacy skills are usually achieved by these pupils and what teaching methods and materials are used to teach literacy for pupils studying by the activity areas. Methods The study was conducted as part of the INTO project (inclusion and area-specific curriculum) carried out by the universities of Helsinki and Jyväskylä. INTO project studies teaching by the activity areas in Finland. The present study was an interview study. Research material collected and analyzed in the study consisted of interviews of 85 teachers teaching pupils studying by the activity areas. Alltogether 406 pupils were taught by the teachers interviewed in the study. One interview question focused on teaching pupils studying by the activity areas to read. From the conducted interviews, I collected and analyzed all the mentions of and references to reading. Results and Conclusions About half of the pupils studying by the activity areas got reading lessons. Wether pupil had reading lessons depended largely on the pupil's general abilities. For most pupils literacy skills remained on the pre-reading level. A small proportion of pupils had learned to read on word- or sentence-level. Ability to learn to read on sentence-level may suggest that it might be possible, at least in part, to organize the teaching of these pupils according to the subject-specific curriculum. The teachers interviewed in the study mentioned various different methods and materials that they use to teach pupils to read and emphasized experimental approach to teach reading. Analytical and synthetic methods were both commonly used when teaching pupils to read. Further research in litteracy skills and litteracy teaching of children and young pupils studying by activity areas is needed.