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Varför ska man dölja det?: -en kvalitativ studie av identitet i förhållande till läs-och skrivsvårigheter
Dalarna University, School of Education and Humanities, Educational Work.
Dalarna University, School of Education and Humanities, Educational Work.
2008 (Swedish)Independent thesis Basic level (degree of Bachelor)Student thesis
Abstract [sv]

In schools today, we expect student performances and achievements to be exceptional. Having good reading and writing skills are essential if students want to excel at their school assignments. Students with reading and writing difficulties have to work much harder than their other classmates. Their having to work harder coupled with being teenagers and facing all the uncertainties which are present at that age, these students face the difficult task of trying to find out who they are and who they want to be. In other words, they try to create their own individual identities. This study investigates the experiences of students with reading and writing difficulties in their interactions with other students and school personnel, in different situations. The collection of data has been done through group interviews. Thirteen, 15 year old students participated in these interviews. Some of the factors which characterise a hermeneutic approach have helped to form the basis on which the study lies. A hermeneutic approach suggests that the data collected is sorted and analysed to enable the identification of differences and patterns. These patterns are arranged to give results that are subjective and which also show an interpretation of the data collected. The results show that students are more comfortable with their identities, when they are diagnosed or made aware that their performances in school are directly affected by their reading and writing difficulties. The study also shows that having reading and writing difficulties tells the students who they are but, at the same time, plays an important role in their interactions with other classmates and adults. The outcomes of these interactions greatly affect the formation of their identities. The way in which school personnel treat students is also shown to be of great importance.

Place, publisher, year, edition, pages
2008. , 38 p.
Keyword [sv]
Identity, Reading and Writing Difficulties, Dyslexia, Self-concept, Self- image, Self-esteem, Identitet, Läs- och skrivsvårigheter, Dyslexi, Självuppfattning, Självbild, Självkänsla
Identifiers
URN: urn:nbn:se:du-3459OAI: oai:dalea.du.se:3459DiVA: diva2:518457
Uppsok
Social and Behavioural Science, Law
Supervisors
Available from: 2008-10-17 Created: 2008-10-17 Last updated: 2012-04-24Bibliographically approved

Open Access in DiVA

fulltext(315 kB)384 downloads
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File name FULLTEXT01.pdfFile size 315 kBChecksum SHA-512
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Type fulltextMimetype application/pdf

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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf