| Summary: | The purpose of this study was to investigate what knowledge five trained primary school teachers had about students who are in reading and writing difficulties, as well as to explore how these teachers assessed pupils in difficulties. The study is based on a socio-cultural perspective. The questions were: what factors do teachers think can cause that the students are in reading and writing difficulties? How have the teachers acquired the knowledge they have about the students who are in reading and writing difficulties? How do the teachers assess that students are in reading and writing difficulties? The method used was semi-structured interviews. The results show that the teachers felt that they have little knowledge regarding students in reading and writing difficulties, and would like to have more knowledge-based training courses. The result also shows that early detection and measures regarding students in difficulties are important, and that students receive a customized teaching with teaching materials that they understand.
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