Continuity in Language, Reading och Writing development : A study of knowledge transfer across the transition from preschool class to grade 1

The purpose of this study is to investigate how the transition from preschool class to grade 1 is organized, who participates, and what information is handed over. It also examines whether and how the information affects the planning and organization of teaching in grade 1, as well as the role of special education teachers in this process to counteract language vulnerability. This study was conducted as a qualitative interview study in which eight teachers from six different schools in three municipalities participated. Our data were collected through semi-structured interviews, which were transcribed and analyzed using qualitative content analysis. The results show a wide variation in the content of the handover regarding early language, reading, and writing development and which professional roles participate in the meeting. The information handed over determines the continued planning in Swedish and aims to prevent the emergence of linguistically vulnerable situations and to build teaching on continuity in the student's early language, reading, and writing development.