The proposed Grounded Theory has been derived from how experienced teachers and their pupils, in four different teaching contexts, have used ’The Witting method’ to maximize literacy development among their pupils. The theory has been grounded through repeated comparisons and analysis of the empirical data. The data has been gathered from studying how teachers in their practice use didactic innovation along with their own professional competence. The specific aim of the thesis is to conceptualize and generate a theory about what four teachers and their pupils (n=40, over the period of the research),  in different contexts, and over a number of years, actually do when working with The Witting method. A wider goal is to apply the implications of the derived grounded theory to general and special education theory in helping to alleviate reading and writing difficulties and prevent pupils from failing. The results show that the teachers have systematically strived to ensure each pupil’s reading and writing development and they do this through what is labeled didactic arranging. The organizational framework where these teachers work means that they have to navigate between constrained spaces and liberated spaces. Their work is about discontinuity and continuity, about scheduling and teamwork, about collaboration and didactic isolation. They also show an ability to adapt to situations, materials and spaces without losing their long-term aims. They are in charge of three competencies: ’me’, ’you’, and ’we’ – expressing this competence in documentation, by reflection and always in close collaboration with pupils and their families. The observed use of The Witting method would seem to enable a diagnostic mode of teaching as it contains tools that allow a teacher to follow each pupil’s reading and writing development and signals where early extra support may be necessary. Teacher competency is judged as being more important than the method itself. Teachers, pupils and the didactic procedures are shown to be in constant interaction. It was also found to be important that teachers believe that every pupil can learn and be ready to match adequate support to pupils needs as early as possible but also later, if found necessary. These teachers’ collective motto could be summed up as follows: never stop giving support and never stop assessing progress. 

Keywords: Grounded Theory, the Witting Method, method, literacy, education, special education, reading research, reading instruction.