Reading Instruction in the Primary Grades
Instructional Materials
Teachers are responsible for selecting teaching methods (including assigning homework to students) and materials. Teachers are free to select materials such as books and audiovisual materials. Schools purchase teaching materials from various publishers and distribute them to students free of charge.
Many schools and municipalities continue to invest in the goal that each student have a computer. Although most schools have access to computers, the Internet, and other technological aids, the use of technology varies widely, depending on teacher interest and the availability of financial resources at each school.
Use of Technology
The national curriculum states that the school is responsible for ensuring that all students can use modern technology as a tool in the search for knowledge, communication, creativity, and learning. Teachers are free to select audiovisual materials and Information and Communications Technology (ICT) tools for classroom instruction.
The National Agency for Education is developing a national strategy for digitalizing education. Initiated in 2015, the vision of this strategy is that by 2022, all children and students will have developed adequate digital competence and schools will have seized opportunities for digitalization that enable digital tools and resources to contribute to improved results and more efficient education.11
Role of Reading Specialists
Special needs teachers or special pedagogues can assist students with reading directly or at the organizational level by instructing teachers on how to work with the students. Teachers for special needs education can be qualified in working with mathematics, reading, deafness or hearing impaired students, or students with intellectual disabilities.
Specialized reading instruction can be organized in a number of ways, depending on the assessment of students’ needs and the organization in the school or the municipality. A special needs teacher or special pedagogue is most often contacted when the ordinary teacher detects that a student has difficulties reading. Specialists may opt for one on one sessions for a number of hours per week, small group instruction, or individual assistance within the classroom.
Second Language Instruction
Students with a native language other than Swedish can study Swedish as a second language to acquire a functional mastery of the Swedish language. While the syllabus is similar to the Swedish curriculum, there are some differences; for example, that there should be more focus on the functionality of the language and not too early a focus on the correctness of the language.
The subject of mother tongue is offered to give students with a native language other than Swedish the opportunity to further develop knowledge in their native language. Students who recently immigrated to Sweden or who have a native language other than Swedish also have a right to get study support in their mother tongue. The National Agency for Education provides schools with diagnostic material to evaluate the basic skills of these students.12 Assessment support materials also are directed to teachers working with these students with the intention of supporting teachers in assessing and following up on students’ language development through all subjects.13
Accommodation Policies for Instruction and Testing
Students with special needs may be entitled to an education at the compulsory school for students with learning disabilities (Grundsärskolan). With its own curriculum, this school provides knowledge and values, contributes to personal development and social togetherness, and gives a good foundation for active participation in society, among other benefits. This education covers specific subjects or subject areas, or a combination of these. The education also can include subjects in accordance with the curriculum of the compulsory school.
Within the compulsory school for students with disabilities, a special orientation called the training school is intended for students who cannot benefit from all or part of the education in specific subjects. Instead of separate subjects, the training school has five subject areas: Aesthetic Activities, Communication, Motor Skills, Everyday Activities, and Perception of Reality.
Children who cannot attend the compulsory school or the compulsory school for students with learning disabilities due to a functional impairment or other reasons can attend the special school (Specialskolan) if they: are deaf and blind or have visual impairments and other functional impairments; or in cases other than the previous point are deaf, hearing impaired, or have a severe speech disorder. In most subjects, students in the special school follow the syllabi of the compulsory school. Some subjects, however, have special syllabi that have been adapted to the needs of students with hearing disabilities or impairment.14