Description:
During their reading and writing process children use, if they are allowed to,their own drawings and texts to tell about real or imagined occurrences.However they might not have enough tools to make the picture or the storyentirely visible to the reader. On the other hand the teacher might not alwayshave enough tools to understand or to make use of what is essential on thespecific occasion. Consequently there is a need to develop theories genera-ting some kind of praxis that might be useful to help untangle some of thecomplexity of the literacy process, which is conceived to be non-linear andrepresent certain aspects related to meaning making, ability and disposition.If an integration of pictures and written language can somehow make visiblethe writing and reading process, what does this literacy process then looklike? What will be the consequences of this visualisation for the consensusthat characterises the reading and writing discourse in Sweden?