本研究的目的是探討學生由上下文猜測字義的能力及其與字彙學習、閱讀能力之相關關係。 研究的對象是台中市育英國中68位二年級的學生。研究的主要工具是兩份評估學生字彙及閱讀能力的全民英檢字彙及閱讀測驗，調查學生關於字彙推論技巧的問卷及訪談各一份。研究過程分為三個步驟：(1)前測— 字彙、閱讀能力測驗及問卷，(2)教學實驗— 字彙推論教學，及(3)後測— 字彙、閱讀能力測驗，問卷，及(4)個別訪談，以獲得更詳盡的資料來支持研究結果的分析。 研究結果發現： （1） 學生的字彙能力及閱讀理解能力具有顯著相關。學生的字彙能力越強，越能幫助他們對文章意義的理解，進而相對地提高他們的閱讀理解能力。 （2） 教授字彙推論技巧有助於學生的字彙學習及閱讀理解。接受字彙推論技巧教學的實驗組學生於後測階段，在字彙能力及閱讀理解測驗的表現均明顯優於未接受字彙推論教學的控制組學生。 （3） 字形、句義及文章大意為最常被學生運用來做字彙推論的線索。這一點控制組及實驗組學生均是如此，但實驗組學生使用地較頻繁，而且利用的推論線索也較控制組學生更多且更適當。 根據以上的結果，本研究提出三點建議： （1） 字彙推論教學可以融合於學校課程之中進行，一節課十至十五分鐘讓學生練習推論字義，四個月的教學，學生已能利用各類推論線索對字義做適當的推論。英語教學雜誌及英語郵報上的文章，是提供學生更多練習機會的理想補充教材。 （2） 老師教導字彙推論技巧時，應選擇適合學生程度、符合學生背景知識及具有充分線索供學生推論的教材或文章，避免學生因推論線索不足而胡亂猜測，無法對其閱讀理解有助益。並從較簡單的『單字本身』及『句內上下文』線索教起，再循序進入較難的『跨句上下文』和『背景知識』線索。 （3） 當學生出現閱讀困難時，老師應先確定困難形成的原因，分辨究竟是字彙基本能力不足或不懂得運用策略造成的，才能對症下藥，幫助學生增進字彙學習及培養閱讀理解能力。 / This study investigates the lexical inferencing made by Taiwan EFL students at a junior high school when they encounter unknown words in English texts. The researcher examines the effect of lexical inferencing on their vocabulary learning and reading comprehension, and the types of knowledge sources and contextual cues they use in the process. Sixty-eight students, thirty-four from Class 201 and thirty-four from Class 204, are selected as the participants for this study. These students are at the similar English proficiency level according to their academic proficiency scores last semester. The vocabulary test and reading comprehension test of GEPT, elementary level (LTTC, 2001) are used in the pretest to measure the participants’ vocabulary knowledge and reading comprehension ability before treatment. A questionnaire is applied to investigate the varied types of knowledge sources and contextual cues used by the participants in the process of lexical inferencing both in the pretest and the posttest. The treatment—lexical inferencing instruction, lasting for four months, is conducted on the participants in the experimental group. After the treatment, two posttests of vocabulary and reading comprehension are conducted again to assess if there is any significant difference on vocabulary knowledge and reading comprehension between the controlled group and the experimental group. The main findings of this study are as follows: 1. There is a significant correlation between students’ vocabulary knowledge and reading comprehension. Better vocabulary competence contributes to better reading comprehension. Vocabulary competence can serve as good predictors of reading ability in a foreign language. 2. Lexical inferencing instruction does contribute to better performances in vocabulary and reading comprehension tests. The participants who receive instruction demonstrate significant progress. Lexical inferencing instruction also results in the recognition and employment of varied types of knowledge sources and contextual cues which facilitate the appropriate word meanings inferred. 3. Both groups use similar types of knowledge sources and contextual cues when making inferences. However, students in the experimental group make use of more types of knowledge sources and contextual cues in the process of inferencing and they practice the inferencing strategy more frequently. Sentence level meaning, word morphology, and discourse level meaning are the cues most frequently used by both groups. Pedagogical implications of this study and suggestions for further research are also presented. 1. Instruction of vocabulary inferring can be integrated into regular curriculum. It takes only 10 to 15 minutes per class for students to practice the inference strategy. As shown in our experiment, after four months of instruction, students achieve significant progress in the use of knowledge sources and contextual cues while reading. Articles in English learning magazines or bilingual newspapers are good supplementary reading materials for practice. These materials are usually longer and contain various types of knowledge sources and contextual cues. 2. To teach inferring skills, teachers should choose the reading texts which are familiar to students and contain enough knowledge sources and contextual cues. Students incline to giving wild guesses when they can not find adequate cues to help them do the job. Lexical inference instruction can be conducted by focusing on the word level cues in the first phase, then extending to the sentence level cues, and to the wilder discourse level cues. Equipping students with rich world knowledge is also helpful. 3. Teachers should examine students’ reading difficulties should to figure out what the problems are. Students’ reading problems may result from lack of basic linguistic competence or lexical strategies in reading. With knowledge of these problems, the teacher can help the students overcome their difficulties and become successful readers.

本文旨在探討台灣國中生在英語閱讀時, 運用「放聲思考配對練習法」結合「單字解讀策略」教學的成效及影響, 研究對象是依安置測驗所選出兩班具有高度同質性的國三學生, 隨機分派為一實驗組, 一控制組, 並依其安置測驗結果分為高、低兩組。 實驗組在老師教完單字解讀策略後, 由一高分組學生和一低分組學生隨機配對做為期八週的放聲思考閱讀訓練, 並且在訓練活動前後, 實驗組和控制組所有的學生皆施予單字解讀成就測驗, 閱讀理解成就測驗, 及英語閱讀學習態度量表, 實驗組更多加施予後設認知問卷及對此訓練活動的反應問卷, 同時在實驗組訓練過程中, 隨機抽取一組配對的學生將他們運用「放聲思考配對練習法」作答的過程錄音下來以便分析。 本研究結果顯示: (一)實驗組和控制組在單字解讀成就測驗有顯著差異。亦即, 運用「放聲思考配對練習法」結合「單字解讀策略」的教學有效地增進了學生字彙推測的成績表現, 對低程度的學生效果尤其明顯。(二)在四種單字解讀策略中, 「放聲思考配對練習法」最能增進學生在「往前線索策略」和「背景知識線索策略」的成績表現, 對不同程度的學生而言, 低程度學生的「往前線索策略」成績進步最多。(三)實驗組和控制組在閱讀理解成就測驗並沒有顯著差異。亦即, 此一訓練活動並不能改進學生在閱讀理解的成績表現。(四)實驗組和控制組的英語閱讀學習態度量表有顯著差異。即運用「放聲思考配對練習法」結合「單字解讀策略」的教學有效地增進了學生對英語閱讀的學習態度, 尤其對高程度的學生效果尤其明顯。在四種分項學習態度中, 學生的「免除對英語閱讀的恐懼」學習態度進步最多。(五)在後設認知方面, 實驗組的學生在接受此一閱讀訓練活動後, 對自己在文章大意、文章相關知識及猜字技巧的閱讀困難上有顯著的認知, 並且也認定猜字技巧是有效的英語閱讀策略。(六)從反應問卷中顯示, 接受此一閱讀訓練活動後, 大部分的學生認為運用「放聲思考配對練習法」結合「單字解讀策略」的教學對他們的字彙推測技巧是有幫助的, 且其幫助大於單獨運用「放聲思考配對練習法」或單獨運用「單字解讀策略」, 並且認為此一閱讀訓練活動有助於對自己和對他人閱讀過程的了解。但大多數的學生對運用此一閱讀訓練活動於未來英語課程中仍採保留態度。 根據上述的結果, 本研究建議國中英語教師可以運用「放聲思考配對練習法」結合「單字解讀策略」的教學來增進學生在英語閱讀時字彙推測的技巧和對英語閱讀的學習態度, 以及加強他們對自我閱讀過程的認知。同時, 為了能讓「放聲思考配對練習法」在學生身上發揮最大的學習效果, 教師應考慮學生在語言學習上的個別差異現象以及此一合作學習法時間掌握的問題, 以避免學生心理上的排斥作用和學習上的反效果。 / This thesis explores EFL lexical inferencing abilities and reading behaviors of junior high school students in Taiwan. Thinking Aloud Pair Problem Solving (TAPPS) and instruction of Word-solving Strategies were integrated to see whether they had effects on students’ lexical inferencing abilities, reading comprehension, learning attitude toward and metacognitive awareness of English reading. Two third-grade junior high school classes were selected as one experimental group and one control group, both with high-and low-proficiency levels. Results were found from the statistical analysis of the experiment. First, TAPPS training in word-solving strategies proved quite beneficial in enhancing students’ lexical inferencing abilities, and the low-proficiency students benefited more than the high-proficiency students. Second, TAPPS training in word-solving strategies indeed facilitated students’ use of forward cues and background knowledge cues, and the low-proficiency students improved most in their use of forward cues. Third, TAPPS training in word-solving strategies did not benefit students in their general reading comprehension. Fourth, TAPPS training in word-solving strategies successfully helped the students change their learning attitude toward English reading, especially the high-proficiency students. As to the different learning attitudes, students’ learning attitude of “The freedom from fear of English reading” changed most. Fifth, after receiving this training activity, the students’ metacognitive awareness of English reading was significantly higher. Sixth, the response questionnaire revealed that most of the students considered TAPPS training in word-solving strategies helpful and gave positive responses to this training activity. However, most of the students were conservative about recommending this training activity to future English classes. These aforementioned findings in this study suggested that junior high school English teachers could adopt TAPPS training in word-solving strategies to enhance students’ lexical inferencing abilities, change their learning attitude and reinforce their metacognitive awareness of English reading. However, it should be cautioned here that when teachers try to implement TAPPS training in English reading comprehension, they should consider students’ personal difference in language learning and the disruptive and time-consuming drawback of TAPPS to avoid students’ potential rejection and failure of the whole training activity.

本文旨在探討情境推論策略對台灣國中生字彙學習及閱讀理解兩方面的成效。本研究結果希望對英文老師在單字及閱讀教學上有很大的啟示作用及幫助。 本實驗的研究對象為台北縣某國中75位國三學生，所有受試者依據其原班級隨機分派為實驗組及控制組，實驗組接受情境推論策略訓練，而控制組則採用傳統教學法。在教學活動前後，實驗組及控制組的所有學生皆施予Paribakht和 Westche設計的字彙知識等級測驗，猜測字義測驗，閱讀理解測驗及英語學習背景問卷，實驗組則於後測時另外接受對此訓練活動的問卷調查。 本研究結果顯示：(一)實驗組在在接受「情境推論策略」訓練後於字彙學習上有顯著差異，亦即「情境推論策略」的教學有效增進學生字彙學習表現。(二)實驗組在接受「情境推論策略」訓練後，在猜測字義的表現上有顯著的進步。(三)在五種情境線索的題目表現，實驗組在「同義線索」和「定義線索」的題目表現上最好，而在「解釋線索」的題目表現上較不理想。至於五種情境線索的運用，實驗組較能正確使用「語調線索」，而較不會正確使用「解釋線索」。(四) 實驗組在接受「情境推論策略」訓練後，於閱讀理解表現上有顯著進步，，亦即「情境推論策略」的教學有效增進學生閱讀理解。(五)從反應問卷中顯示，接受此一策略訓練活動後，大部分的學生對於「情境推論策略」教學傾向於正面的肯定，並期望在未來英語課程中能繼續進行此教學活動。但部分學生對於在閱讀中碰到不認識單字仍有些許不安。 根據上述研究結果，本研究建議國中英語教師可以運用「情境推論策略」教學增進學生字彙學習和猜測字義能力，以及加強他們對於閱讀理解的表現和對英文學習的正面肯定。同時，為了能讓「情境推論策略」在學生字彙學習上發揮最大效益，教師應考慮字彙練習及字彙在文章中重複出現的重要。 / The present study aims to explore the effectiveness of contextual inference strategy (CIS) on vocabulary learning and reading comprehension of junior high school students in Taiwan. Two third- grade junior high school classes were selected as one experimental group and one control group. The research methods involved word-guessing pre- and post-test, vocabulary pre- and post-test, reading comprehension pre- and post-test, and questionnaires. The data analyses were descriptive statistics, Paired Sample T-test, and Independent Sample T-test. Based on the results of this study, major findings are summarized as follows. First, the CIS instruction led to greater gains in learners’ vocabulary knowledge than traditional instruction did. Second, CIS instruction had a significant effect on the experimental group’s word guessing abilities. Third, the participants performed better in the questions of synonym and definition clues while they were not good at questions of explanation clues. As for their use of contextual clues, the correctness rate of mood or tone clue ranks the highest while the explanation clue the lowest. Fourth, the two groups’ scores of the post-reading comprehension tests showed significant difference, indicating participants who were instructed with CIS performed better in the reading comprehension than those who didn’t. Fifth, according to the response questionnaire, most students considered CIS instruction helpful and gave positive responses to this training activity. The aforementioned findings in this study suggested that junior high school teachers could adopt CIS training to enhance students’ vocabulary learning and word-guessing abilities, and to reinforce their reading comprehension and positive attitudes toward English learning. Also, to help students perform better in vocabulary learning, teachers could implement focused instruction, such as redundant presentation and exercises.

There is a generally accepted reality among first and second language reading researchers and practitioners that learners who study in a second or foreign language are almost always at a disadvantage, particularly in the area of reading. In light of this learners who register for high school study each year in South Africa are very often under prepared for high school education and many of these learners also have low levels of reading ability. This has an adverse effect on their chances of academic success. In order to meet the reading needs of these learners, educators need to develop effective instructional means for teaching reading comprehension and reading strategy use. It is evident from the volume and quality of research published that the teaching of reading strategies enhances the learners' reading comprehension ability. The purpose of this study was to: • determine what reading strategies Grade 11 ESL learners use; • determine what reading strategies should be taught; • determine how and when reading strategies should be taught in the ESL classroom; • determine what the effect of an implemented reading strategy programme is on the reading comprehension of the Grade 11 ESL learners participating in this study; and • provide guidelines in terms of the composition (i.e. format, outcomes, content, teaching method 1 approach, etc.) of a reading strategy instruction programme. In this study a quasi-experimental pretest - posttest control group design was used. The participants in this study included a total of 60 Grade 11 ESL learners from a high school in the Eastern Cape. Two intact randomly selected classes participated in the study. Both males and females participated in the study and ranged in age from 18 - 22 years. The Reading Performance Test in English: Advanced Level (Roux, 1996) and a Reading Strategy Questionnaire based on the work of Oxford (1990), Pressley and Afflerbach (1995) and Pressley et al. (1995) was used in this study. A t-test was used to determine whether the mean scores of the experimental and control group differed statistically significantly from each other. Cohen's (1977) effect size d was used to determine whether the mean differences were practically significant. The results of the study can be summarized as follows: The results indicated that the learners who followed the reading strategy programme and received strategic reading instruction (experimental group) obtained both statistically and practically significantly higher marks on the reading comprehension test (posttest) than did the learners in the control group. The posttest results indicated that the learners in the experimental group used certain strategies statistically (p<0.05), as well as practically significantly (small to large effect size), more often than the learners in the control group. The reading instruction programme developed in this study focuses on five reading strategies, namely guessing the meaning of words from the context, making inferences, predicting what is to come in a text, identifying the main idea and summarising. The programme presents an overview of the guidelines for a reading strategy instruction programme. It outlines the purpose, target group, content and other aspects, instruction, classroom procedure and assessment concerning a meaningful reading strategy instruction programme. English Second Language teachers may find it worth their while to implement reading strategy training models of a similar nature in order to develop their learners' proficiency in reading comprehension and reading strategy use. / Thesis (Ph.D. (English))--North-West University, Potchefstroom Campus, 2007

Tidigare studier har visat att individer med lindrig intellektuell funktionsnedsättning uppvisar en generellt lägre läsförmåga än individer med typisk utveckling. Vad detta bottnar i är oklart men mycket forskning tyder på att språkliga förmågor har en inverkan på läsförmågan. Föreliggande studie syftar till att undersöka eventuella samband mellan läsförmåga och språkliga förmågor hos barn och unga vuxna med lindrig intellektuell funktionsnedsättning i åldrarna 12 till 25 år.  De språkliga förmågor som undersöktes var fonologisk medvetenhet, snabb benämning (RAN), ordförråd, grammatisk förståelse samt språkförståelse. Testningarna genomfördes på deltagarnas respektive skolor utspridda i mellersta och södra Sverige. Råpoängen från respektive test användes i korrelations- och regressionsanalys för att kartlägga eventuella samband. I studien medverkade totalt 27 barn och unga vuxna i åldrarna 13;06–25;09 år. Resultaten visar att RAN och fonologisk medvetenhet har starka signifikanta samband med avkodning som helhet vilka tillsammans förklarar 72,3 % av variansen. Läsförståelse har starka signifikanta samband med fonologisk medvetenhet, grammatisk förståelse, avkodning som helhet och språkförståelse, där avkodning som helhet, språkförståelse och ordförråd förklarar 62,4 % av variansen. Ortografisk avkodning uppvisar ett starkare samband med läsförståelse än fonologisk avkodning. Resultaten i studien överensstämmer med tidigare forskning som menar att fonologisk medvetenhet och RAN är av vikt för alla typer av avkodning och att avkodning i sig påverkar läsförståelsen hos individer med såväl typisk utveckling som med lindrig intellektuell funktionsnedsättning. Däremot går resultaten i föreliggande studie emot tidigare forskning som inte kunnat visa att ordförrådet har signifikant påverkan på läsförståelsen hos individer med lindrig intellektuell funktionsnedsättning. Sammanfattningsvis visar resultaten av föreliggande studie att flertalet språkliga förmågor kan förklara variansen av såväl de olika typerna av avkodning som läsförståelse. Resultatet kan bidra till ökad kunskap kring bakomliggande faktorer till den nedsatta läsförmåga som observeras hos individer med lindrig intellektuell funktionsnedsättning. Resultaten tyder dock på att vidare forskning behövs för att fastställa vilka övriga faktorer som kan förklara resterande varians samt att stärka fynden i föreliggande studie. / Previous studies have shown that individuals exhibiting mild intellectual disability show a lower reading ability than individuals with typical development. The reasons behind these differences are unclear. However, research shows that specific language abilities affect reading ability. The present study aims to investigate any possible correlations between language ability and reading ability in young people with mild intellectual disability, aged 12 to 25 years. The examined linguistic abilities were phonological awareness, rapid automatized naming (RAN), vocabulary, grammatical comprehension and language comprehension. Testing was held at the participants’ schools in various parts of central and southern Sweden. The raw scores were used in correlation and regression analyses to map out any correlations. A total of 27 participants with ages ranging between 13;06 years and 25;09 years were included in the study. The results showed that RAN and phonological awareness had strong significant correlations to decoding and that they together can account for 72.3 % of its variance. Reading comprehension showed strong significant correlations to phonological awareness, grammatical comprehension, decoding, and language comprehension. Language comprehension and vocabulary explained 62.4 % of the variance in reading comprehension. Word decoding showed a stronger correlation to reading comprehension than phonological decoding. The results of the present study are in large parts compatible with previous research, which supports the findings that phonological awareness and RAN are of importance to decoding ability, and that decoding in turn has an impact on reading comprehension in individuals with both typical development and intellectual disability. However, the results in the present study are at odds with previous research, which has not found significant correlations between vocabulary and reading comprehension in individuals with mild intellectual disability. In summation, results of the present study show that a number of linguistic abilities can explain the variance of both decoding and reading comprehension. Hopes are that the results from the present study can contribute to furthering knowledge of the underlying factors which explain why individuals with mild intellectual disabilities generally are poor readers. More research is needed to confirm which other factors can explain the remaining variance and to strengthen the results of the present study.

This article seeks to explain the problem of literacy in Peru (1); it focuses on the lack of information regarding how children learn or acquire writing skills, which allows initial literacy. It proposes to universities and educational institutes to incorporate into their curricula a closest approach to child development, specifically the period of the first seven years, crucial in the reader and writer training. Also, it invokes to decline traditional practices, which determine the failure of active and reflective readers from initial education and explain in part why the university and Peruvian professionals read little or write short texts. Along this line, it outlines the difficulties of the student to use writing as a personal way of processing information and as a tool to interact with their environment. In the last section there is a list of the concepts and processes that should use an education that respect the evolutionary processes, affective and communicative ones, related to initial literacy. The psychogenesis of literacy it of great importance in order to understand the problem: this issue has political and economic implications, because if a child does not understand what he/she reads he/she will be limited in their employment opportunities; at the same time, a developing society with poor levels of reading comprehension, such as Peru, will have complications when inserting in a globalized economy. / Este artículo busca explicar el problema de la lectoescritura en el Perú1; se enfoca en la carencia de información respecto a cómo los niños aprenden o adquieren el sistema de escritura, que posibilita la alfabetización inicial. Propone a las universidades e institutos pedagógicos incorporar a sus currículos un enfoque más próximo al desarrollo del niño; concretamente, al periodo de los primeros siete años, cruciales para su formación como lector y redactor.Asimismo, invoca a declinar las prácticas tradicionales, que condicionan el fracaso de lectores activos y reflexivos desde la educación inicial y que explican, en parte, por qué los universitarios y profesionales peruanos leen poco o se limitan a escribir textos breves. En esa línea, expone las dificultades que tiene el alumno para emplear la redacción como una forma personal de procesar información y como una herramienta para interactuar con su entorno. En la última parte, se enumeran los conceptos y procesos mínimos a los que debería recurrir una educación que respete los procesos evolutivos, afectivos y comunicativos, vinculados con la alfabetización inicial. Resulta de enorme importancia, para entender el problema, la psicogénesis de la lectoescritura: este problema tiene implicancias políticas y económicas, pues un niño que no comprende lo que lee es un niño que estará limitado en sus oportunidades laborales; del mismo modo, una sociedad en vías de desarrollo con niveles deficientes de comprensión lectora, como la del Perú, tendrá complicaciones para insertarse en una economía globalizada.

A comparison of contingent word and phonics drilling exercises on oral reading errors was made and the effects of a work skipping contingency on reading comprehension were examined. Five learning disabled elementary school children served as subjects. Reading comprehension increased from 30 to 50% over baseline, while subjects progressed an average of two years through a reading series. Subjects responded differentially to the two drills on oral reading errors, but the combined effects of the drills produced a 50% average reduction in errors. Pre- and post-tests of reading achievement showed increases in reading grade levels ranging from .8 to 1.5 years during the 10 week, 30 session study. Results supported the efficacy of a behavioral approach to reading remediation.

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal.

Detta är en kvalitativ studie med syfte att studera hur lärare som arbetar i grundskolans tidigare år arbetar med att lässtrategier för att utveckla elevers läsförståelse. För att undersöka detta har två metoder använts, först genomfördes en observation och därefter en intervju med de enskilda lärarna. I studien har fyra lärare med olika arbetslivserfarenhet medverkat. Resultatet som framkommit genom studien är att läsförståelse är en viktig del för att kunna inhämta ny kunskap. En betydelsefull del för att utveckla elevers läsförståelse är att kontinuerligt under hela skolgången arbeta med olika texter och ge eleverna verktyg i form av läsförståelsestrategier som de kan tillämpa. I studien presenteras modellerna, Reciprocal Teaching, Transactional Strategies Instruction, Concept-Oriented Reading Instruction samt Questioning the Author som alla fyra är framtagna metoder som kan användas i samband med läsning. En viktig aspekt som tas upp i studien är hur lärare arbetar med elever som har en svagare läsförståelse, de anpassar undervisningen utifrån individers olika behov. Studien visar även att en viktig faktor för elevernas utveckling är att lärare har kunskaper och kompetens om hur de ska arbeta för att utveckla elevers läsförståelse. / This is a qualitative study aimed at studying how teachers work with reading strategies to develop students' reading comprehension in middle school. To investigate this, two methods have been used, an observation was conducted first and then an interview with the individual teachers. Four teachers with different work experience have participated in the study. The results obtained by the study is that reading comprehension is an important part of acquiring new knowledge. An important part of developing students' reading comprehension is to continuously work throughout the school with different texts and provide students with tools in the form of reading comprehension strategies that they can apply. The study presents the models, Reciprocal Teaching, Transactional Strategies Instruction, Concept-Oriented Reading Instruction and Questioning the Author as all four are developed methods that can be used in conjunction with reading. An important aspect that is addressed in the study is how teachers work with students who have a weaker reading comprehension, they adapt the teaching based on individual needs. The study also shows that an important factor for pupils' development is that teachers have knowledge and skills about how to work to develop students' reading comprehension.

Syftet med denna litteraturstudie har varit att ta reda på vad läsforskningen anser som viktiga faktorer för elevers läsförståelse samt vad läsforskningen anser om läsförståelsestrategier och dess positiva verkan på elevers läsförståelse. Det framkom i denna litteraturstudie att forskningen anser att en lärares kunskap, speciellt i elevers läsutveckling och hur man undervisar i läsförståelse är en viktig faktor för en framgångsrik läs-och skrivutveckling. Resultatet för denna studie visade bland annat att läsforskningen anser att läsförståelsestrategier främjar elevers läsförståelse samtidigt som det i svenska skolor och deras undervisning visade sig att det inte ges speciellt mycket tid för läsförståelse. Att den svenska skolan i sin undervisning inte ger mycket tid till läsförståelse anses bero på lärares okunskap. Detta kan således vara en anledning till svenska elevers allt sämre resultat i de tidigare undersökningarna som PIRLS och PISA genomförde 2000– 2012. / <p>Svenska</p>