In this study, I have looked at pupils attitudes to reading based on an assumption from me that children seem to have a negative attitude to reading and that they don’t read much. My assumptions are based on my experience and research on reading, mainly reports from the National Agency (Skolverket, 2009) & (Skolverket, 2007). The purpose of the study is to gain a deeper knowledge and understanding of why they don’t read. My study is based on a survey in which students in third grade participated, and then based on the survey, two students were selected to participate in an interview. The results showed that students actually do read and they don’t really have anything against it, but they'd rather choose something else to do. These students chose to play computer, watch movies, or sit with the iPad instead of reading. The reason was simply that it was more enjoyable and less tiring than it is to read. One of the students said that the only way he saw for him to read more, was that the options he would rather chose simply disappeared.

Läsförståelsen bland svenska elever sjunker och framförallt uppvisas en betydande skillnad mellan barn med svenska som modersmål, respektive som andraspråk. För att vända en liknande trend som fanns i Australien på 1980-talet utvecklades genrepedagogiken. Genrepedagogik innebär en parallell utveckling mellan språk- och ämneskunskaper och bygger på tre teorier: Vygotskijs sociokulturella perspektiv på lärande, Hallidays systemisk- funktionell grammatik, samt Rotherys och Martins skolgenrer och cykeln för undervisning och lärande. Tanken med arbetssättet är att samtidigt som eleverna lär sig, även lär sig det ämnesspecifika språket metaspråket och på så sätt får alla elever samma förutsättningar att utveckla sin kunskap.     Syftet med denna studie är dessutom att se hur och om de fem tillfrågade lärarna i årskurserna förskoleklass till årskurs tre undervisar med hjälp av genrepedagogiken i ämnet svenska med fokus på skönlitterär läsning. Jag vill se vad de anser sig finnas för fördelar med att jobba med genrepedagogik i sin undervisning. Metoden som har använts i studien är kvalitativa intervjuer.    Resultatet från studien visar att samtliga intervjuade lärares arbete med läsning i skolan varierade radikalt, och att deras erfarenheter och kunskaper om genrepedagogik som arbetsmetod ser olika ut.  De visade sig positiva till arbetssättet och ser fördelar med att eleverna blir mer engagerade i och motiverade till läsning. Dessutom har samspel, stöttning och interaktion en stor plats i deras klassrum. / Reading skills among Swedish students are falling and, above all exhibited a significant difference between children with Swedish as their first language, or as a second language. To change a trend similar to that found in Australia in the 1980s developed the genre pedagogy. Genre Pedagogy implies a parallel development between language and subject knowledge and is based on three theories: Vygotsky's sociocultural perspectives on learning, Hallidays systematic - functional grammar and Rotherys and Martin's school genres and the cycle of teaching and learning. The idea behind this approach is that while students learn, they will even learning the subject-specific language meta-language and in this way all students get the same opportunities to develop their knowledge. The purpose of this study is also to look at how and if the five surveyed teachers in grades preschool to third grade to teach are using the genre pedagogy in the subject Swedish with focus on literary reading. I want to see what they consider to be the advantages of working with genre pedagogy in their teaching. The method I used in this study is qualitative interviews. The results from the study shows that all the five interviewed teachers work with reading in school varied radically, and that their experience and knowledge of the genre pedagogy working method is different. They showed their support for the approach and sees advantages to the students become more engaged in and motivated to read. In addition, interaction, and interaction jacking a big place in their classroom.

This study aims to study the relation between genre pedagogy and motivation to read for pu- pils in the ages of six-nine. My data contains the interviews that was performed. I experienced some difficulties in the search for respondents, therefore the study only has four respondents. The respondents are active teachers, who teach pupils in the ages of six-nine and have a gen- rebased pedagogy in their class. The study is a qualitative study, that are influenced by her- meneutics and constructionism, which requires interpretation and reflection. According to my research the genre pedagogy has great significance to six-nine year olds’ motivation to read. The result show that, there is several aspects that affects pupils’ love for reading. How- ever, genre pedagogy can actually provide students understanding to what they read, which can increase the motivation to read. A critical approach is essential when you analyse a peda- gogical method, therefore both negative and positive effects of genre pedagogy are mentioned in the study.

Vi har gjort en kvalitativ studie vars syfte är att undersöka hur lärare i förskoleklass arbetar med högläsning. Högläsning kan bidra till att eleverna får en positiv läsupplevelse vilket i sin tur kan stimulera elevernas läslust och läsförståelse, samt utveckla deras ordförråd och förmåga att lyssna och koncentrera sig. Resultatet i studien är baserat på våra tolkningar av semistrukturerade intervjuer som genomförts med tio verksamma lärare i förskoleklass. I resultatet framgår det att lärarna anser att högläsning har en viktig del i elevernas språk- och läsinlärning eftersom högläsningen utvecklar elevernas ordförråd och fantasi i samspel med läraren och klasskamraterna. / We have conducted a qualitative study which investigates how educators in the preschool setting work with teacher-led oral reading activities (reading aloud) in the larger student group. Reading aloud in the classroom setting can contribute positively to the overall student reading experience, which in turn has the potential to stimulate students' interest in reading and overall reading comprehension, as well as the development of increased vocabulary skills, listening skills and overall concentration and focus. Our analysis and overall results of this study are based on these researchers’ interpretations of semi-structured interviews conducted with ten active preschool teachers. Our results show that the teachers believe that reading aloud with the larger group is an important step in their students' overall language learning in that teacher-led reading/instruction helps in the development of the students' vocabulary and imagination, as well as establishes positive social interactions with both teachers and classmates.

This project investigates how four teachers work to encourage their pupils’ love of reading. The study was conducted with the focus on teachers working in grades 1–3. The teacher’s view of their own role in furthering love of reading is also considered.It is hoped that other teachers will gain inspiration and ideas about how to work to motivate their pupils to read.To ascertain the four teachers’ opinions and thoughts I conducted qualitative interviews which I then analysed with the help of sentence concentration.The study shows that the teachers work in similar ways, but what they all have in common is that they further love of reading through methods that include conversation and communication with classmates and teacher. It has also been found that the teachers think that the responsibility for encouraging children’s lies not just with the teacher but also in the children’s home.