Syftet med studien är att undersöka hur lärare i årskurs 1 respektive 3 beskriver och motiverar sitt arbete med språkutveckling och läsförståelse tillsammans med högläsning. Studien utgår från följande frågeställningar: Hur beskriver och motiverar lärare sitt arbete med högläsning? Vilka arbetssätt används för att förstärka högläsningens effekt på elevernas språkutveckling? Hur arbetar lärare så att elevernas läsförståelse gynnas tillsammans med högläsningen? Skiljer sig det aktiva arbetet med högläsning åt mellan årskurs 1 och årskurs 3 i just de här skolorna? I så fall hur? Studien gjordes med hjälp av en enkät som har besvarats av 50 lärare och intervjuer med fem lärare som arbetar i årskurs 1 och årskurs 3. Studien utgår fyra teorianknytningar och dessa är Lev Vygotskijs teori om sociokulturellt perspektiv, Vygotskijs teori "Zone of proximal development", Aidan Chambers teori om boksamtal och Barbro Westlunds teori om lässtrategier. Resultatet av studien visar att lärarna beskriver högläsning som ett positiv arbetssätt som utvecklar elevernas språkkunskaper och läsförståelse. De tre vanligaste sätten att arbeta för att förstärka högläsningens effekt på elevernas språkutveckling är lässtrategier, boksamtal och "En läsande klass". Den huvudsakliga skillnaden mellan de olika årskurserna är den faktiska tid som ägnas åt högläsning. I genomsnitt läser lärare högt för sina elever varje vecka 1 timme och 59 minuter i årskurs 1 respektive 1 timme och 22 minuter i årskurs 3. / The purpose of the study is to examine how teachers in grades 1 respective 3 describes and justifies the work with reading comprehension and language development along with reading aloud. The study is based on the following questions: How do the teachers describe and motivate their work with reading aloud? What approach are they using to enhance the reading aloud effect on pupils' language? How do teachers work in order that students' reading comprehension will benefit from the teacher reading aloud?  Does the active work with reading aloud differ between grade 1 and grade 3 in these particular schools? If so, how? This study was made by using a questionnaire to 50 teachers and interviews with five teachers working in grade 1 and grade 3. The study is based on four theoretical extensions and these are Lev Vygotskijs theory of Socio-cultural perspective, Vygotskijs theory  ”Zone of proximal development”, Aidan Chambers theory of discussions of literature and Barbro Westlunds theory of reading strategies. The result of the study shows that teachers describe reading aloud as a positive approach that develops students' language skills and reading comprehension. The three most common ways of working to strengthen reading aloud effect on pupils' language development are reading strategies, discussions of literature and "En läsande klass". The main difference between the different grades is the actual time devoted to reading aloud. On average, teachers read aloud to students weekly for 1 hour and 59 minutes in grade 1 and for 1 hour and 22 minutes in grade 3.

In this study the stressors of Grade 1 learners in their learning environment were explored and described. Data was collected through interviews with 32 Grade 1 learners, observation, field notes, as well as member checking with the Grade 1 learners in the end. The data analysis process included familiarisation and immersion, coding, interpretation and checking, as well as elaboration. Positive and negative stressors were seperated as stressors that Grade 1 learners experience in their learning environment. The positive stressors were the educator’s disposition, the learners’ need to learn and to get educated, as well as the importance of friends on the playground. The negative stressors that emerged were a fear for physical pain on the playground, teasing and conflict among the Grade 1 learners, noise and chaos in the classroom, as well as a fear for the older children in the school. Even though the findings from this study cannot be generalised to other groups it can contribute towards a deeper understanding of factors that may cause stress for Grade 1 learners. / Dissertation (MEd)--University of Pretoria, 2007. / Educational Psychology / MEd / unrestricted

The aim of this study is to reach profound knowledge about reading comprehension strategies that teachers in grade 1–3 use in their reading instruction classes. The relevance of the study is motivated due to Swedish students’ declining results at the latest PISA examination and the lack of Swedish studies regarding grade 1–3. With the qualitative research methods, observations and interviews, the study examines which reading comprehension strategies teachers use in their classroom and how they use them. Through a thematic analysis, two main themes are identified with three sub-themes respectively. The results are then analyzed through sociocultural theory. It is concluded that students should be able to interact with each other during reading comprehension strategy instruction and teachers should be more explicit. Reciprocal teaching of strategies can be implemented among younger students, although summarizing and questioning is more difficult. Note-taking strategy instruction could be implemented in grade 3. Concretization of strategies by the use of characters is favourable for younger students, although teachers must be aware of the risks. Concretization by the use of hand placements and movements should be implemented with younger students.Nyckelord:

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>

<p>Research shows that there is a literacy crisis in many South African primary schools, especially in the Foundation and Intermediate Phases (Grades 1 &ndash / &nbsp / ). The latest Annual National Assessments (ANA) results released in 2011 indicate that learners performed below the acceptable literacy levels as&nbsp / the national pass rate for Grade 3 learners was 35% and was 28% for Grade 6 learners (ANA, 2011:6). Research on literacy focuses on reading and&nbsp / there is little known about how young learners develop writing skills. This qualitative ethnographic study investigated how writing skills are developed in Grade 1 learners by looking at the writing processes as well as the teaching methods used by teachers to develop learners&rsquo / writing skills. The research also&nbsp / analyzed the texts produced by Grade 1 learners and the languages used in their written texts. The sample group in this research was the Grade 1 learners&nbsp / to a multicultural school in Cape Town. Data were collected by means of classroom observations, interviews and document analysis. The thematic&nbsp / arrative approach was used to analyze data and the analysis was informed by the Writing Developmental Continuum model and the Multimodal&nbsp / Approach to literacy in order to gain a better understanding of how young learners use language and other forms of writing such as visuals and gestures to&nbsp / onstruct and convey meaning.&nbsp / The findings of this research show that Grade 1 learners make use of semiotic resources including the language(s)&nbsp / &nbsp / &nbsp / available in their immediate context to create multimodal texts that incorporate both visual and written features. This shows that young learners represent&nbsp / their world experiences through interpersonal and experiential meanings in language(s) exposed to them. The teacher has a big role to play in developing&nbsp / learners&rsquo / writing skills and has to employ a variety of pedagogical strategies that support learners to move through the different writing phases before they develop into early writers. The study concludes that writing is not a linear process but it is a gradual process which depends on a variety of resources and&nbsp / factors which build on learners&rsquo / prior experiences and creativity.</p>

The Grade 1-9 curriculum policy has changed the traditional curriculum rationale and curriculum design. The large scale and profound influence of this change can be considered a revolutionary transformation during the educational process in Taiwan. The policy implementation has particularly focused on the elementary school and junior high school teachers, which involves not only the change in teachers¡¦ instructional patterns, but also teachers¡¦ professional roles as well as the transformation of their values. ¡@¡@Ideas of the Grade 1-9 curriculum policy have conveyed certain concepts. However, when the policy is implemented, a lot of details are involved, such as instructional plan, instructional method, action research, which require teachers¡¦ abilities for preparation, accompanying measures related to administration, or even the general public¡¦s and parent¡¦s questions about and support of the policy. All these have caused a lot of difficulties during the process of policy administration. Among them, the key point is whether the elementary school and junior high school teachers can identify themselves with the ideas of the curriculum reform, and dedicate themselves to implement this policy goal, which is closely tied to the substantial outcomes of this policy. Based on the context of this problem, it is worthy of a study on understanding this problem, and even resolving the problem. ¡@¡@An educational philosophy works as a basis to form a policy, and does not happen independently in the system of an educational structure. In turn, it is a response to the social context at that time, and is related to the social value system then. When the policies and ideas are implemented, a critical examination of social habits should not be ignored. In order to emphasize the policy analysis of curriculum reform implementation, if the society is considered the conceptual background of policy analysis, the policy formation can be more correctly and comprehensively understood, and can work as a basis to explain the problems due to the policy administration. ¡@¡@On these grounds, this study is based on the social concepts of the Grade 1-9 curriculum policy, and attempts to investigate the correlation between grassroots teachers¡¦ social values and the reform of the Grade 1-9 curriculum policy. The purpose is to explain the relationship between different teachers¡¦ social values and the policy of the curriculum reform, to understand cognitive differences as well as to test and verify the applicability of the methods to reduce the cognitive differences and resolve the cognitive conflicts. ¡@¡@In terms of the research method, the researcher first has referred to Inglehart¡¦s hierarchy of needs (1990:25) to measure the priority of the value index in the social values, and categories the teachers in the study into two different social value groups: materialism and post-materialism. The quasi-experimental method of the Social Judgment Theory (SJT) is applied to judge and analyze the study. The concept of ¡§V.C.S. Strategic Triangle, ¡¨ is applied to define the three indices, value-capacity-support (V.C.S.), in the Grade 1-9 curriculum policy implementation. The function and application of the lens model in the SJT, thus, are verified. It is hoped to test, verify and explain the different cognitive judgments on the beneficial results of the curriculum reform and V.C.S. policy implementation made by the teachers with different social values (criteria, cues, function form, weights, judgment policy and cognitive feedback). ¡@¡@Among the above-mentioned methods, the cognitive feedback model is especially applied to present the subjects¡¦ internal cognitive judgment on policy reference variables, for the purpose of helping the subjects to judge their level of cognitive change after they directly understand and compare their interpersonal learning with others. The findings are as follows: 1. Teachers with different social backgrounds and conditions have different value orientations. 2. Based on the SJT method, two groups with different social values have different cognitive levels of the curriculum policy reform¡¦s beneficial results. (1) The criteria of the curriculum policy reform¡¦s beneficial results among the subjects with different value orientations are very inconsistent, which indicates the cognitive differences between these two groups. (2) Groups with different social values cause different function form models and weights of the three policy reference variables: ¡§V¡¨ ¡§C¡¨ and ¡§S¡¨. Materialists tend to identify themselves with the variable, ¡§S¡¨ while the post-materialists with the other two variables, ¡§V¡¨ and ¡§C¡¨. (3) The three policy reference variables; namely, ¡§V¡¨ ¡§C¡¨ and ¡§S¡¨ among groups with different social values show lower similarity in the judgment policy. 3. After experiencing the interpersonal learning of cognitive feedback, groups with difference social values will make cognitive changes, which result in the narrowed cognitive differences between these two groups. (1) After the cognitive feedback, the cognitive consistency with the subjects will increase. (2) After the cognitive feedback, the actual value and estimated value of the test results among groups with different social values will have higher agreement. (3) After the cognitive feedback, the three function form, and weights, namely, ¡§V¡¨ ¡§C¡¨ and ¡§S¡¨ among groups with different social values have been adjusted toward the cognitive orientation different from theirs (4) After the cognitive feedback, the three cues, namely, ¡§V¡¨ ¡§C¡¨ and ¡§S¡¨ among groups with different social values show higher similarity in the judgment policy. 4. The results of the questionnaire found that groups with different social values and social attributes (such as social conditions during the growing process, family¡¦s social-economic status, age and educational background) have different levels of identification with the three indices, namely, ¡§V¡¨ ¡§C¡¨ and ¡§S¡¨ Materialists tend to identify themselves with the variable, ¡§support,¡¨ while post-materialists with the other two variables, ¡§V¡¨ and ¡§C¡¨. The research results are identical with the research results of the SJT.

<p>Research shows that there is a literacy crisis in many South African primary schools, especially in the Foundation and Intermediate Phases (Grades 1 &ndash / &nbsp / ). The latest Annual National Assessments (ANA) results released in 2011 indicate that learners performed below the acceptable literacy levels as&nbsp / the national pass rate for Grade 3 learners was 35% and was 28% for Grade 6 learners (ANA, 2011:6). Research on literacy focuses on reading and&nbsp / there is little known about how young learners develop writing skills. This qualitative ethnographic study investigated how writing skills are developed in Grade 1 learners by looking at the writing processes as well as the teaching methods used by teachers to develop learners&rsquo / writing skills. The research also&nbsp / analyzed the texts produced by Grade 1 learners and the languages used in their written texts. The sample group in this research was the Grade 1 learners&nbsp / to a multicultural school in Cape Town. Data were collected by means of classroom observations, interviews and document analysis. The thematic&nbsp / arrative approach was used to analyze data and the analysis was informed by the Writing Developmental Continuum model and the Multimodal&nbsp / Approach to literacy in order to gain a better understanding of how young learners use language and other forms of writing such as visuals and gestures to&nbsp / onstruct and convey meaning.&nbsp / The findings of this research show that Grade 1 learners make use of semiotic resources including the language(s)&nbsp / &nbsp / &nbsp / available in their immediate context to create multimodal texts that incorporate both visual and written features. This shows that young learners represent&nbsp / their world experiences through interpersonal and experiential meanings in language(s) exposed to them. The teacher has a big role to play in developing&nbsp / learners&rsquo / writing skills and has to employ a variety of pedagogical strategies that support learners to move through the different writing phases before they develop into early writers. The study concludes that writing is not a linear process but it is a gradual process which depends on a variety of resources and&nbsp / factors which build on learners&rsquo / prior experiences and creativity.</p>

The teacher‘s knowledge and instructional expertise are vital for the reading development of beginner readers. This study investigated the daily activities of teachers and learners, which promote the development of beginner reading in the Umlazi District, KwaZulu Natal. A literature study on theoretical frameworks that influence a teacher‘s reading instruction practices, policies that guide reading instruction, and the main curriculum components of beginner reading instruction within the South African context informed a classroom ethnography study conducted in a purposefully selected Grade 1 class in the Umlazi District, Kwazulu Natal. Detailed observation of the instruction of beginner reading, interviews with the teacher, the Head of Department, the parents and the learners were used to gather the data. Key findings indicated that a knowledgeable teacher who plans a variety of activities around the key components of beginner reading (reading and sight words, phonics, vocabulary, phonemic awareness and comprehension) and accommodates the diverse needs of all the learners is essential to promote beginner reading. / Educational Studies / M. Ed. (Comparative Education)

The aim of this study has been to examine how teachers’ Swedish teaching has changed by the use of digital tools. Life stories as a method was used to gain a deeper insight into the teachers’ lives. The material was then analysed by using the theoretical framework TPACK. Two questions have been formulated to achieve the aim of the study: How do teachers´ in grades 1-3 describe the change of their Swedish teaching by the use of digital tools? What affects teachers´ use of digital tools in Swedish teaching? The result shows that digital tools have changed the Swedish teaching as they give the teachers´ new ways to present the subject content. By using digital tools, the teachers´ state that they now are able to capture the student group more easily than before. IPad is the digital tool the teachers´ use the most. It is used primarily in the pupils´ writing process and teachers´ emphasize that the use of iPad makes it easier to visualize and illustrate the pupils´ texts. The result also shows that teachers´ attitude towards the use of digital tools in Swedish teaching was an aspect that did not affect their use of them. Although there were several other factors that did affect their use: The availability of digital tools at the school The support of digital tools Teachers´ views of the advantages and disadvantages of using digital tools

Magister Educationis - MEd / Research shows that there is a literacy crisis in many South African primary schools, especially in the Foundation and Intermediate Phases (Grades 1 – ). The latest Annual National Assessments (ANA) results released in 2011 indicate that learners performed below the acceptable literacy levels as the national pass rate for Grade 3 learners was 35% and was 28% for Grade 6 learners (ANA, 2011:6). Research on literacy focuses on reading and there is little known about how young learners develop writing skills. This qualitative ethnographic study investigated how writing skills are developed in Grade 1 learners by looking at the writing processes as well as the teaching methods used by teachers to develop learners’ writing skills. The research also analyzed the texts produced by Grade 1 learners and the languages used in their written texts. The sample group in this research was the Grade 1 learners to a multicultural school in Cape Town. Data were collected by means of classroom observations, interviews and document analysis. The thematic arrative approach was used to analyze data and the analysis was informed by the Writing Developmental Continuum model and the Multimodal Approach to literacy in order to gain a better understanding of how young learners use language and other forms of writing such as visuals and gestures to onstruct and convey meaning. The findings of this research show that Grade 1 learners make use of semiotic resources including the language(s) available in their immediate context to create multimodal texts that incorporate both visual and written features. This shows that young learners represent their world experiences through interpersonal and experiential meanings in language(s) exposed to them. The teacher has a big role to play in developing learners’ writing skills and has to employ a variety of pedagogical strategies that support learners to move through the different writing phases before they develop into early writers. The study concludes that writing is not a linear process but it is a gradual process which depends on a variety of resources and factors which build on learners’ prior experiences and creativity. / South Africa