Reading and writing : A qualitative research of four pedagogues’ choice of methodology in education of reading and writing

Background: Language skills are of great importance for all work at school and for students' future life and activities. Therefore it is particularly important that preschool and school in every way possible should encourage and support ALL children's linguistic development. Many linguists points out that all learning takes place best in natural and meaningful contexts and around a meaningful content. Theory: The study is based on theories created by the renowned theorist Lev Vygotsky who illustrates what is important to encourage children's reading development. Vygotsky‟s theories regarding the zone for the next development were reflected in the study. Dewey's concept of "Learning by doing" and Bruner's concept of "scaffolding" are also theories that I have used to interpret and analyze empirical data collected through qualitative interviews. Purpose: The purpose of this thesis is to achieve the best possible knowledge in my study area. I aim to clarify the learning methods used by the four teachers and also to see if whether a combination of methodology is practiced among teachers. I strive to outline the differences and similarities among the four teachers' approaches. Methodology: The methodology is based on qualitative interviews with four teachers from different elementary schools. I am using subject-specific literature to build a relevant theory and I have also presented relevant research in my study area. Conclusion: The results show that all four informants form their literacy classes differently and apply different read and write methods. None of the teachers rely on only one single method, but all in some way blend methods partly to satisfy students' diverse needs and partly because the teachers believe that there is not one universal method that benefits and suits everyone in the classroom. The activities in reading and writing instruction varied depending on whether the teacher is mostly focused on traditional phonics methodology also known as „bottom-up theories‟ or whether the teacher sees the language as a meaningful unity based on LTG-inspired „top-down theories‟. The results show that the surveyed teachers are aware of and implement individualized tuition and that they support and encourage students to improvement. The results show that teachers have generally positive attitudes towards computers in education. One teacher has integrated computers in teaching by following a method called Writing to Reading. Two other teachers seemed to be aware of the pedagogical benefits of using computers in teaching. They like to use computers in teaching the whole class but in the present situation, only children who need extra practice have access to this educational tool. One teacher has expressed confusion over the use of computers in teaching. She chose not to use computers in teaching because she did not even mastered it himself, and believes the technology is not intelligent in itself but that it becomes intelligent when it is managed by a competent person