Litteraturstudiens syfte är att belysa hur läsförståelsen hos elever påverkas av olika undervisningsaktiviteter i skolan samt vilken betydelse en elevs socioekonomiska status har. För att kunna besvara dessa frågor har vi genom manuell och elektronisk sökning hittat och läst 15 vetenskapliga artiklar som legat till grund för vår studie. Resultatet av vår studie har vi fått genom att beskriva, analysera och diskutera de olika resultaten författarna presenterat. Vår litteraturstudies resultat visar att det för främjande av elevers läsförståelse i klasserna F-3 är bra att använda sig av läsförståelsestrategier i undervisningen. Genom att bearbeta en text med hjälp av de olika strategierna ökar elevens förståelse för det som lästs. Vi har även fått fram ett resultat som pekar på att klassrumsmiljön ska vara stimulerande och intressant för att bringa fram kreativitet hos eleverna och öka deras motivation och vilja att läsa. En annan faktor som spelar stor roll för en elevs läsförståelse är vilken läsmiljö som finns i hemmet, även kallat home literacy environment. En god home literacy environment har i vår studie visat sig vara viktigare än familjens socioekonomiska status när det gäller barnets läsförståelseutveckling.

The rationale for this study was to evaluate the home literacy environments of educators and non-educators to investigate whether educators provide "richer" home environments than non-educator mothers. This research explores the mothers' perceptions of their children, views of reading, methods of promoting a positive reading environment, dealing with personal demands and emotions, and their expectations related to promoting reading. The participants in the study are 2 elementary school teachers with preschool children and 2 non-educator mothers with preschool children. Results indicated that being an educator is not an isolated characteristic of providing a rich home environment. The educational attainment of the mother was discovered to have greater influence on home literacy environment than the mother's profession. Higher educated mothers provided richer home environments than their less educated counterparts.

Detta är en kunskapsöversikt över vad i hemmiljön som påverkar läsförmågan hos elever i årskurs F-3. Efter att ha sökt systematiskt i databaserna ERIC, Google Scholar, EBSCO och LIBSEARCH har vi valt tio artiklar med såväl nationell som internationell forskning. Samtliga artiklar är peer reviewed. I vårt urval har vi använt oss av Openai chatGPT för att systematiskt sortera artiklarnas innehåll. Vi identifierade tre teman som var genomgående i samtliga artiklar. Vår slutsats är att de faktorer som påverkar elevers läsförmåga är hemmiljöns kontext i form av socioekonomisk status och dess kulturella kapital, vilket påverkar de literacyaktiviter som erbjuds i hemmet samt det värde aktiviteterna ges. Det är den informella läsförmågan som tydligast påverkas av förutsättningarna i hemmet. Skolan tycks ha svårare att kompensera för de informella delarna av elevernas läsförmåga. I de mer formella aspekterna av läsförmåga som till exempel avkodning verkar skolan dock kunna kompensera för elevernas olika förutsättningar.

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The aim of this study was to investigate the relationship between preschool children&rsquo / s reading attitudes and their home literacy environment. In addition, children&rsquo / s perceptions of reading in terms of their reading attitudes were examined as a part of this study. The sample of this study consisted of 261 parents and their 5 year-old children who were enrolled preschool in Ankara, Turkey. The data of this study were collected through child interviews, demographic information forms, and the following questionnaires: the Home Literacy Environment Questionnaire (Umek et al., 2005) and the Preschool Children Reading Attitudes (Saracho, 1986) questionnaire. These questionnaires were both translated into Turkish, and statistical analyses were conducted to control for validity and reliability issues through a pilot study. The results of the study showed that there was a statistically significant relationship between preschool children&rsquo / s reading attitudes and their home literacy environment. In addition, the study revealed there were some differences in children&rsquo / s reading attitudes and their home literacy environment in regards to demographic variables. Furthermore, the study demonstrated that children who have more positive reading attitudes tended to give clearer and more detailed responses to questions and were more aware that writing contains messages. In addition, those children mentioned letters and the role of letters in the learning to read process.

Partners in Print, a family literacy program, was brought to the urban elementary school in this study to educate and empower kindergarten and first grade parents to promote literacy development at home. This research aimed to explore the impact of participation in this program after consistent participation by utilizing a one-group pre-test, post-test research design. The Parent Empowerment and Home Literacy Environment Survey, which included both structured and unstructured questions, was administered before and after participation in the program to elicit notions of parent empowerment and growth in the home literacy environment. Parent participants also completed a document review of program handouts to triangulate the data. The data suggested that parents feel more empowered after consistently participating in Partners in Print. There was also evidence that the home literacy environment was of higher quality after participation. This study validated the practice of implementing family literacy programs as a strategy for empowering parents and enriching the home literacy environments of children.

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Reading Literacy of Roma Pupils Thesis - Kateřina Šormová Abstract This work is a contribution to Roma pupils' literacy research. The importance of literacy for an individual today is absolutely crucial; applied research suggests that people with advanced literacy skills are more likely to have a higher self-esteem, improved health, more satisfying jobs and higher income compared to those with low literacy skills. Persons who are at greater risk of reduced literacy level are those from different cultural backgrounds, unemployed and unskilled people, those with very low level of education and people living in social exclusion. Roma pupils (very often) belong to such groups of people, therefore it is necessary to set up measures to eliminate these risks. The need to develop language competence of Roma pupils in the Czech language, including reading comprehension ability, is also included in the Roma Integration Strategy by 2020. This thesis examines whether and how the reading literacy test results of Roma and non- Roma pupils differ, and describes factors of home and school environment that influence the Roma pupils' literacy development. Based on these research questions hypotheses were set. Our research of Roma pupils' literacy was conducted in 4th and 5th grades of primary schools in socially excluded...