Läsförståelse är ett komplext begrepp som innefattar flera olika processer. Det är av stor vikt att elever utvecklar en god läsförståelse för att nå framgång i skolan, men även för att fungera i dagens samhälle. Lärare har en betydande roll, eftersom de val lärare gör i sin undervisning är avgörande för hur elevers läsförståelse utvecklas. Studien syftar till att öka kunskapen om lärares läsförståelseutvecklande arbete i praktiken. Syftet har uppfyllts genom att följande frågeställningar har besvarats: Hur beskriver lärare att de arbetar för att främja elevers läsförståelse? Vad anser lärare vara viktigt i undervisningen för att bidra till elevers utveckling av läsförståelse? Studien utgår från den sociokulturella teorin där det sociala samspelet anses ha en betydande roll för lärande och utveckling. Materialet till studien har samlats in med hjälp av semistrukturerade intervjuer med fem verksamma lärare i årskurs 3. Materialet analyserades utifrån en tematisk analys. Resultatet visar att det finns både likheter och skillnader i lärarnas beskrivning av läsförståelseundervisningen. Lärarna upplever svårigheter i valet av litteratur till eleverna, och understryker att texterna behöver vara intressanta för dem. Resultatet visar även att lärarna i studien anser att det är av stor vikt att eleverna får mycket tid till läsning i skolan. Det framhålls även att eleverna behöver få samtala mycket om de texter de läser och att de på så sätt kan lära av varandra. Lärarna i studien framhåller tyst läsning som positivt trots att flera av dem uppmärksammat en problematik kopplat till dessa tillfällen. Elever som skulle behöva stöttning i sin läsning lämnas ofta ensamma i den. / Reading comprehension is a complex concept that includes several different processes. It is important that students develop a good reading comprehension to achieve success in school, but also to function in today's society. Teachers play a significant role, since the choices teachers make in their teaching are decisive for how students' reading comprehension will develop. The study aims to increase the knowledge about teachers' reading comprehension development work in practice. The purpose has been answered by the questions: How do teachers describe that they work to promote students' reading comprehension? What do teachers consider important in teaching to contribute to students' development of reading comprehension? The study is based on the sociocultural theory whereat social interaction is considered to have a significant role for learning and development. The material for the study has been collected using semi-structured interviews with five active teachers in grade 3. The material was analysed based on a thematic analysis. The results show that there are both similarities and differences in the teachers' description of reading comprehension teaching. The teachers experience difficulties in choosing literature for the students and emphasize that the texts need to be interesting for them. The results also show that the teachers in the study believe that it is of great importance that the students get a lot of time for reading at school. It is also emphasized that the students should have lots of opportunities to talk about the texts they are reading, to be able to learn from each other. The teachers in the study highlight silent reading as positive, even though several of them drew attention to a problem linked to these occasions. Students who would need support in their reading are often left alone in the activity.

Syftet med studien är att få en större förståelse för hur lärare på lågstadiet arbetar med läromedel inom läsförståelse i sin svenskundervisning, vilken roll läromedlet har i deras planering samt hur lärarna bedriver sin undervisning i läsförståelse utifrån läromedlet. Vi har använt oss av en kvalitativ metod med semistrukturerade intervjuer där tolv lärare från olika skolor har beskrivit sin syn på vad läromedlet har för inverkan i deras läsförståelseundervisning. I studien har vi även gjort en bakgrundsanalys på läromedlet, ABC-klubben Diamantjakten (Felth Sjölund och Hed Andersson, 2012), som de tolv intervjuade lärarna använder sig av i sin läsförståelseundervisning. Efter genomförandet av intervjuerna har det empiriska materialet analyserats i olika kategorier med utgångspunkt från studiens forskningsfrågor. Resultatet visar att majoriteten av lärarnas syn på läromedlet är positivt. De menar på att läromedlet blir som ett verktyg i deras grovplanering och de får en röd tråd i sin läsförståelseundervisning, och att läromedlets läsebok och arbetsbok kan skapa mer gemensamma diskussioner då eleverna läser samma text utifrån olika nivåer. Lärarna lyfter också att lässtrategier är en viktig del i läsundervisningen när eleverna ska ta sig an en text. Det framkommer även i resultaten att samtliga lärare ser ett behov av att komplettera sin läsundervisning med andra material. Dock framkommer det i resultaten att längre erfarenheter inom läraryrket har lett till att läromedlet inte har en lika stor roll längre i undervisningen, men att det finns en grund att utgå ifrån. / The purpose of the study is to gain a greater understanding of how teachers in primary school work with textbooks in reading comprehension in their a swedish-teaching, what role the textbooks have in their planning and how the teachers conduct their teaching in reading comprehension based on the textbooks. We have used qualitative method with semi-structured interviews where twelve teachers from different schools have described their views on the impact the teaching material has in their reading comprehension teaching. In the study, we also made a background analysis of one textbook, ABC-klubben: Diamantjakten, (Felth Sjölund and Hed Andersson, 2012) that the 12 interviewed teachers use in their teaching in reading comprehension. After conducting the interviews, the empirical material has been analyzed in different categories based on the study's research questions. The result shows that the majority of the teachers' view of the teaching material is positive. They mean that the teaching material becomes a tool in their rough-planning and they get a red thread in their reading comprehension teaching, and that the teaching material's reading book and workbook can create more joint discussions when the students read the same text in different levels. The teachers also emphasize that reading strategies are an important part of reading instruction when students are reading a text. It also appears in the results that all interviewed teachers see a need to supplement their reading teaching with other materials. However, it appears in the results that teachers with longer experience in the profession use the textbooks to a lesser extent, rather than a basis to start from.

Insufficiency in literacy is seen as a worldwide problem. The scope of the problem is confirmed by the fact that the United Nations declared the years 2003–2012 as International Literacy Decade. Literacy is seen as a necessary skill – the cornerstone of human capital development – and a fundamental competency on which the mastering of all other skills depends. Fundamental skills such as reading, writing and numeric skills and technological literacy influence the economic prosperity of any country in different ways. The language and numeric skills of learners are declining, and employers are of the opinion that candidates applying for work do not have sufficient basic skills for available jobs. The above has led to the decision to focus in this study on the development of a teaching framework for the improvement of job access skills for Grade 10 Computer Applications Technology (CAT) learners. The concepts of “literacy” and “job access” are discussed in the literature review. Job access skills are anchored in literacy. An analysis of the Grade 10 CAT learning programme and work schedule was done to determine to which degree literacy skills are addressed in the assessment standards. A framework and an accompanying workbook were developed in this study to address the gaps that were identified during the analysis of the Grade 10 teaching and learning programme and work schedule. Various requirements and determinants for the development of a teaching framework were studied. These requirements and determinants were considered for the development of the suggested teaching framework. A workbook containing literacy tasks was used to improve literacy skills of learners and was used as the instrument for the implementation of the teaching framework. The empirical study being reported here was aimed at determining to which degree the use of the workbook that had been developed as the instrument for the integration of the teaching framework, contributed to the improvement of the learners’ literacy skills. During the qualitative study, it was revealed that the teachers at the schools participating in this study were very positive about the workbook, and also that they were of the opinion that it could contribute to the improvement of the literacy skills of the learners. A practical significant influence with a large effect regarding general literacy and a small effect on general numeracy were reported. The analysis of the quantitative data showed that completion of the learning tasks in the workbook does indeed have an influence on improving the literacy level of the learners, and it is thus recommended that literacy skills be integrated into the existing CAT learning programme. / PhD (Teaching and Learning), North-West University, Potchefstroom Campus, 2012

Insufficiency in literacy is seen as a worldwide problem. The scope of the problem is confirmed by the fact that the United Nations declared the years 2003–2012 as International Literacy Decade. Literacy is seen as a necessary skill – the cornerstone of human capital development – and a fundamental competency on which the mastering of all other skills depends. Fundamental skills such as reading, writing and numeric skills and technological literacy influence the economic prosperity of any country in different ways. The language and numeric skills of learners are declining, and employers are of the opinion that candidates applying for work do not have sufficient basic skills for available jobs. The above has led to the decision to focus in this study on the development of a teaching framework for the improvement of job access skills for Grade 10 Computer Applications Technology (CAT) learners. The concepts of “literacy” and “job access” are discussed in the literature review. Job access skills are anchored in literacy. An analysis of the Grade 10 CAT learning programme and work schedule was done to determine to which degree literacy skills are addressed in the assessment standards. A framework and an accompanying workbook were developed in this study to address the gaps that were identified during the analysis of the Grade 10 teaching and learning programme and work schedule. Various requirements and determinants for the development of a teaching framework were studied. These requirements and determinants were considered for the development of the suggested teaching framework. A workbook containing literacy tasks was used to improve literacy skills of learners and was used as the instrument for the implementation of the teaching framework. The empirical study being reported here was aimed at determining to which degree the use of the workbook that had been developed as the instrument for the integration of the teaching framework, contributed to the improvement of the learners’ literacy skills. During the qualitative study, it was revealed that the teachers at the schools participating in this study were very positive about the workbook, and also that they were of the opinion that it could contribute to the improvement of the literacy skills of the learners. A practical significant influence with a large effect regarding general literacy and a small effect on general numeracy were reported. The analysis of the quantitative data showed that completion of the learning tasks in the workbook does indeed have an influence on improving the literacy level of the learners, and it is thus recommended that literacy skills be integrated into the existing CAT learning programme. / PhD (Teaching and Learning), North-West University, Potchefstroom Campus, 2012

Abstract The aim of the essay is to investigate how two teachers in grades 4–6 work with reading comprehension in their teaching in order to enable the pupils’ reading development. The methods used in the study are questionnaires and observations which were then subjected to qualitative analysis. The result shows that both teachers use various strategies to facilitate the pupils’ development in reading comprehension. The empirical data revealed the teachers’ opinion that reading comprehension is about moving freely between different reading comprehension strategies so that the pupils can own their own learning. Judging by the observations, the classroom climate and the teacher’s competence are of great importance for the pupils’ learning.

Le rôle du parent est important dans le développement de la compétence en lecture de jeunes enfants et lire à son enfant est une pratique de littératie familiale fortement encouragée par la société. Cette étude a pour objectif de décrire cet accompagnement parental notamment en lien avec les stratégies de compréhension utilisées entre un parent et son enfant lors de la lecture à voix haute. Nous avons observé 10 parents lire un abécédaire, un texte narratif avec intrigue, un texte narratif sans intrigue et un texte informatif à leur enfant de cinq ans. Il s’avère que les stratégies utilisées par les parents et leurs enfants diffèrent selon le genre de texte. Les élèves ayant de faibles résultats (reconnaissance des lettres et de leurs sons, rappel du texte, compréhension du vocabulaire réceptif et de la morphosyntaxe) utilisent également moins de stratégies de compréhension lors de la lecture à voix haute que les enfants présentant de meilleurs résultats. Nous avons également vérifié l’étayage offert par les parents d’enfants présentant de bonnes et de faibles compétences en lecture. Ces deux groupes de parents se distinguent par la qualité et la fréquence de l’utilisation des stratégies de compréhension. En effet, nous remarquons que les parents qui guident leurs enfants dans l’utilisation des stratégies de compréhension sont davantage associés aux enfants démontrant une bonne compétence en lecture. Finalement, nous avons aussi vérifié les pratiques de littératie familiale (temps d’exposition et accessibilité à la lecture, modélisation par les membres de la famille, attitude des parents envers la lecture et mise en place d’activité favorisant la conscience phonologique de l’enfant). Seule la mise sur pied d’activités favorisant la conscience phonologique a pu être liée au rendement des enfants. / A parent’s role in their child’s reading development is important, and reading to your child is a family literacy practice that is strongly encouraged by society. This research describes parental support specifically in relation to reading comprehension strategies used between the parent and child while the parent is reading out loud. We observed 10 parents read aloud an alphabet book, a narrative text with an element of suspense, a narrative text without suspense, and a non-fiction text to their five year old child. It turns out that the reading comprehension strategies used by parents differed according to the type of text being read. The children with the lowest results (letter sound recognition, story recall, and comprehension of vocabulary and syntax) used less comprehension strategies during read alouds than the children with higher results. We also observed support offered by parents of children with lower and higher results. These two groups of parents differ by the quality and the frequency of their use of reading comprehension strategies. In fact, we noticed that parents who guide their child in using reading comprehension strategies are associated with their children having better results in reading. Finally, we verified the family literacy practices (time exposed to reading, accessibility of books, family members modelling reading, attitude of parents toward reading, and activities that promote letter sound knowledge/phonemic awareness). Only the family practice of creating activities to further develop letter sound knowledge/phonemic awareness was directly linked to the child’s results.

Syftet med denna studie har varit att undersöka hur verksamma lärare i årskurs F-3 beskriver att de använder sig av högläsning av skönlitteratur och om den används för att främja elevers utveckling av läsförståelse. Materialet har samlats in genom kvalitativa semistrukturerade intervjuer och det har varit fyra verksamma lärare som jobbar i årskurs F-3 som deltagit i undersökningen. Studien har varit inspirerad av fenomenografisk ansats, då undersökningen vill försöka återge hur dessa lärare upplever fenomenet högläsning av skönlitteratur. Studiens resultat indikerar att verksamma lärare planerar och genomför högläsning där elever ges möjlighet till att utveckla läsförståelse men också många fler förmågor. Genom resultatet dras slutsatsen att verksamma lärare använder högläsning av skönlitteratur för många olika syften och lärarna är väl medvetna om högläsningens möjligheter. / The purpose of this study was to investigate whether reading fiction aloud will promote students' development of reading comprehension. The material was collected through qualitative semi-structured interviews with four teachers who work in grade F-3. The study was inspired by phenomenographic approach, as the study attempted to reproduce how these teachers experience the phenomenon of reading of fiction aloud. The study's results indicate that when teachers have a plan and execute reading fiction aloud, students can develop reading comprehension as well as many more abilities. These results conclude that teachers use reading fiction aloud for many different purposes and the teachers are well aware of the benefits of reading aloud.

Syftet med studien är att undersöka hur fem verksamma lärare i årskurs 1-3 använder läsförståelsestrategier i sin undervisning för att utveckla elevers läsförståelse. Utifrån syftet formulerades tre frågeställningar: Vilka läs-förståelsestrategier används av lärarna? I vilka undervisningskontexter används läsförståelse-strategier? Vad anser lärarna vara särskilt viktigt i arbetet med läsförståelsestrategier? Studien är av kvalitativ metod där semistrukturerade intervjuer har genomförts. Informanterna i studien är fem behöriga lärare, verksamma i minst tre år i årskurs 1-3. Det insamlade materialet har transkriberats och analyserats noggrant. Resultatet i studien visar att lärarna använder sig av Läsfixarna som är hämtade ur materialet En läsande klass. Lärarna arbetar varierat med läsförståelsestrategier i undervisningen. De arbetar med högläsning, läsläxa, boksamtal, läsgrupper och ämnesintegrerad läsförståelse. Lärarna anser att diskussion och samtal, stöttning och vägledning, varierade arbetsformer, börja i tid, motivation och repetition är viktiga faktorer i arbetet med läsförståelsestrategier. / The aim of the study is to examine how five active teachers in grades 1-3 use reading comprehension strategies in their teaching to develop students’ reading comprehension. Based on the aim, three questions were formulated: What different reading comprehension strategies are used by the teachers? In which teaching context are reading comprehension strategies used? What do the teachers regard as important in the work on reading comprehension strategies? The study is based on a qualitative method where semi-structured interviews have been conducted. The informants in the study are five qualified teachers, active for at least three years in grades 1-3. The collected material has been transcribed and analyzed from a sociocultural perspective. The result of the study shows that teachers use ”Läsfixarna” which is a part of the material ”En läsande klass”. The teachers work in various ways with reading comprehension strategies. They use reading aloud, homework focusing on reading comprehension and reading, book discussions, reading groups and reading comprehension in various school subjects. The teachers believe that discussion and dialogue, scaffolding and guidance, varied working methods, starting in time, motivation and repetition are important factors while working with reading comprehension strategies.

abstract: The federal No Child Left Behind Act has set the goal that all students in every state shall be proficient in reading by 2014. Arizona teachers face the challenge of having 100 percent of their students meeting or exceeding grade level reading standards assessed by Arizona's Instrument to Measure Standards (AIMS). One of my goals as a reading teacher is to widen the range of options my students will have. My goal every year is to have my students read at or above grade level. I also am committed to inspiring students to become motivated to love literacy because voluntary lifelong reading is important in peoples' lives. The purpose of this study was to investigate conducting brief, interactive, weekly reading conferences during daily Scaffolded Self-Selected Reading (ScS-SR) sessions while incorporating Transactional Strategy Instruction with a pair-share with a partner, and to see if it would improve my students' reading motivation and comprehension. Data were collected via the Motivation to Read Profile Survey and Interview, informal observations, Dynamic Indicators of Basic Early Literacy Skills Oral Reading Fluency Test (DIBELS: ORF), and Oral Reading Records used by my school district. Findings concluded that students tended to become more willing readers, with several of them explicitly attributing their newfound willingness to read to my efforts. Most students became somewhat more aware of their reading experiences, explaining how different types of books in ScS-SR affected them. All students' reading comprehension performance improved, with measureable increases in students' instructional reading levels, retellings, and meaningful miscues that students attributed to leveled books, strategy instruction, and retellings. / Dissertation/Thesis / Ed.D. Leadership and Innovation 2011

Este estudo é uma investigação sobre a relação entre as atividades de leitura praticadas durante o processo de alfabetização e a formação do leitor competente, para isso, inicialmente fez-se necessário considerar os aspectos de formação socioeconômica e cultural dos envolvidos, pertencentes a região colonizada por imigrantes italianos no Nordeste do Rio Grande do Sul, mais precisamente no município de Farroupilha. Em seguida, o mesmo objetivo levou-nos a resgatar a evolução dos métodos de alfabetização, para melhor entender as habilidades e competências de leitura desenvolvidas por esses métodos nas Séries Inicias. O corpus da pesquisa é formado por dados coletados através de diferentes instrumentos que permitiu a classificação de acordo com o meio comunitário, escolar e familiar de crianças em fase de alfabetização, para análise (das implicações causadas por esses meios na formação de habilidades e competências de leitura), numa abordagem sociointeracionista, segundo Vygotsky, Bakhtin, Freire e outros. Os resultados, após discutidos e analisados, nos levaram a identificar, apesar dos limites desta pesquisa um quadro preocupante em relação às práticas de leitura aplicadas as crianças em fase de alfabetização, o que tem resultado em dificuldades de compreensão do texto em diferentes níveis de escolaridade, ressaltando a necessidade de repensar ações integradas entre a comunidade, os pais e os educadores, em práticas reais, começando por uma alfabetização que vá além da decodificação, que considere a cultura do lugar e aquilo que realmente é significativo para o aprendiz. / Submitted by Marcelo Teixeira (mvteixeira@ucs.br) on 2014-05-13T17:59:29Z No. of bitstreams: 1 Dissertacao Janete Fassini Alves.pdf: 992781 bytes, checksum: ca30b32efb2a05ad701ef31d1f2371ee (MD5) / Made available in DSpace on 2014-05-13T17:59:29Z (GMT). No. of bitstreams: 1 Dissertacao Janete Fassini Alves.pdf: 992781 bytes, checksum: ca30b32efb2a05ad701ef31d1f2371ee (MD5) / This study is a research about the relation between the reading activities developed during the reading and writing teaching process and the proficient reader development. In order to do it, firstly, was necessary to consider the economic and cultural development aspects of the engaged people in this study. They are from a region colonized by Italian immigrants in the northeast of Rio Grande do Sul, precisely in Farroupilha municipal district. After, the same target brought us to see again the evolution of teaching reading and writing approach, to better understand the reading skills and proficiency developed by these approaches in the Elementary Course. The corpus of this research is composed by data that were collected through different instruments, that allowed us to classify the social, familiar and school environment of children in the reading and writing process, to analyze (the implications caused by the environment in forming reading skills and proficiency) in a sociointeracionist approach, by Vygotsky, Bakhtin, Freire and others. The results, after discussed and analyzed, brought us to identify, despite of the this research limits, a worried table related to the reading activities applied to children in the reading and writing process. This had resulted in difficulties of text comprehension in different school grades, sticking out the necessity of thinking again the integrated actions between the community, parents and teachers, in real experiences, started by a reading and writing teaches that goes over of decode the signs, that consider the community culture and that is really significantly to the learners.