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Syftet med studien är att undersöka hur lärare använder sig av högläsning i undervisning för att främja elevernas läsförmåga och hur detta syns i elevernas aktiviteter. Teorin som studien bygger på är det sociokulturella perspektivet med ursprung i Lev Vygotskijs teorier om lärande, utveckling och språk. I studien har fem lärare som arbetar i årskurserna F–3 blivit intervjuade med en semistrukturerad intervju. Lärarna har även blivit observerade under en av sina högläsningslektioner för att se hur de använder sig av högläsning för att utveckla elevernas läsförmåga. Resultatet visar att lärarna försöker använda sig av högläsning dagligen i sin undervisning då de anser att den ger väldigt mycket. Lärarna anser att högläsningen utvecklar elevernas ordförråd, läsförståelse, läslust och koncentrationsförmåga. Utifrån observationerna, tidigare forskning och lärarnas intervjuer visar resultatet även att lärarna använder sig av olika arbetssätt och metoder för att eleverna ska få möjlighet att utveckla sin läsförmåga. / The purpose of this study is to examine some teachers' view of the effect of read-alouds on the development of pupils' reading skills, as well as the opportunities the pupils get to develop their reading skills in teacher practices of reading aloud. The study is based on the sociocultural perspective originating in Lev Vygotsky theories on learning, development and language. In this study, five teachers working in preschool and grades 1–3 have been interviewed using qualitative interviews. Teachers have also been observed during one of their read-aloud lessons in order to see how they use reading aloud to develop pupils' reading skills. The results show that the teachers try to read aloud daily in their teaching because they find it has great advantages. The teachers believe that reading aloud develops pupils' vocabulary, reading comprehension, love of reading and concentration. Based on previous research, observation and teacher interviews, the results also show that teachers use approaches to and methods for giving their pupils opportunity to develop their reading skills.

Det övergripande syftet med denna studie var att få fram förskollärares syn på högläsning i förskolan och hur förskollärare använder både spontan och planerad högläsning. Studien gjordes genom semi-strukturerade intervjuer och deltagarna som intervjuades var fyra förskollärare som jobbade inom samma kommun. Resultatet visade att förskollärare som deltog i studien tyckte att högläsning är viktigt för språkutveckling liksom bokvalet. Resultatet visade även att användningen av planerad högläsning kunde kopplas till pågående projekt och läsvilan. Den spontana högläsningen användes mest som ett tillfälle att låta barnens inflytande gå igenom och även som ett tillfälle att läsa böcker på ett mer ingående sätt. Avslutningsvis visar studien att pedagoger kan se på högläsning som en viktig del i förskolans verksamhet och inte bara som en rutin. / The overall aim of this study was to obtain pre-school teachers' views on read-aloud in preschool and the preschool teachers use of both spontaneous and planned read-aloud situations. The study was done by qualitative semi-structured interviews and the participants interviewed were four preschool teachers who worked within the same city. The results showed that preschool teachers' views on reading aloud was that they thought reading aloud was important for language development and how they read a book and book choice was important. The results also showed that the use of planned reading aloud could be linked to ongoing projects and reading relaxation. The spontaneous reading aloud was mostly used as an opportunity to let the children´s will go through, but also as an opportunity to read books in a more detailed way. Finally, the study shows how teachers can see read-aloud as part of the preschool that is not just a routine, but an important part of the pre-school that is important for children’s development.

The purpose of this study is to determine which effect preschool teachers believe that read aloud has on children’s literacy development. To gain knowledge about this I have interviewed and observed currently working preschool teachers at two preschools in Västra Götalands län. As guidance, I have used a designed interview guide which encouraged the preschool teachers to openminded answers. In relation to those I’ve also carried out unstructured observations during read aloud occasions. The material was analysed out of the sociocultural perspective. The outcome of this has concluded that preschool teachers claims that read aloud should be given more space in preschools as it is developing the language but also, that the interest itself is a key to development. The result shows at the same time that read aloud is bound socially and that children needs to be challenged in their reading to be able to move forward. But it also shows that the connection between read aloud and children’s reading-, language- and writing development is hard for preschool teachers to connect.

Syftet med denna studie är att jämföra hur lärare i årskurs F–3 respektive årskurs 4–6 använder högläsning i sin undervisning. Studiens frågeställningar är: vad syftet med högläsning är i årskurs F–3 jämfört med årskurs 4–6, hur lärare i årskurs F–3 respektive årskurs 4–6 använder högläsning i sin undervisning samt om aktiviteter används i samband med högläsningen. Studiens teoretiska utgångspunkt är det sociokulturella perspektivet. För att få syn på deltagarnas perspektiv har halvstrukturerade intervjuer använts som datainsamlingsmetod. Det är sex verksamma lärare som intervjuats i studien. Studiens resultat visar att syftet med högläsningen är att utveckla elevers språkförståelse samt upptäcka böckernas värld. Det ges även mer utrymme åt högläsning i årskurs F–3 än årskurs 4–6. Den vanligaste aktiviteten är att samtala om och diskutera det lästa. / The purpose of this study is to compare how teachers in grades F-3 and 4–6 use reading aloud in their teaching. The following research questions have been considered: what is the purpose of reading aloud in grades F-3 compared to grades 4–6 and how teachers in grades F-3 and 4–6 respectively use reading aloud in their teaching. The study will also inquire into activities used with reading aloud. The theoretical starting point of this study is the socio-cultural perspective. In order to gain an overview of the participants' perspectives, semi-structured interviews have been used as a data collection method. There are six teachers interviewed in this study. The results of the study show that the purpose of reading aloud is to develop the pupils' language comprehension and to discover the world of books. Reading aloud is also given more space in grade F – 3 than grade 4–6. Speaking about and discussing the reading is a common activity.

Syftet med denna studie var att undersöka hur lärare säger sig använda högläsning som aktivitet i grundskolans årskurser F-3 samt att undersöka vilka ställningstaganden som ligger till grund för utformningen av högläsning av skönlitteratur i grundskolans årskurser F-3. De frågeställningar som legat till grund för studien är följande: o Hur anger lärare att högläsning av skönlitteratur i klassrummet utformas samt kan utformas och av vilka anledningar? o Hur anger lärare att skönlitterära verk väljs ut för högläsning i grundskolans årskurser F-3 och hur kan skönlitterära verk väljas ut? Kvalitativa semistrukturerade intervjuer användes och sex aktiva lärare intervjuades. En fenomenologisk ansats användes i analysarbetet vilket innebär att likheter och skillnader mellan informanternas svar söktes och analyserades för att ge en bild av hur informanterna uppfattar att de arbetar med högläsning i grundskolans årskurser F-3. Den forskning som ligger till grund för denna studie visar att en genomtänkt högläsning där elever görs delaktiga genom olika aktiviteter runt läsningen kan ge elever en god läs- och skriftspråksutveckling samt stärka elevers ord- och begreppsförråd. Detta innebär att lärare som vill använda högläsning i syfte att stärka elevers språkutveckling bör arbeta aktivt med att utforma sin högläsning på ett sådant sätt att elevernas förmågor stärks. Studien visar att samtliga informanter använder högläsning i sin undervisning men att högläsningens syfte samt den tid som läggs på högläsning skiljer sig något mellan olika lärare. Vidare visar studien att det i huvudsak är läraren som väljer vilka texter som ska användas i högläsningssituationer och att aktiviteter kopplade till högläsning i syfte att göra elever delaktiga inte används i särskilt stor omfattning. / <p>Svenska</p>

The purpose of this study was to determine the effect of special accommodations on standardized achievement test scores of students in a school system in East Tennessee. Scores obtained by special education students who did not receive special accommodations in 1998 and/or 1999 were compared with scores obtained by the same students who did receive special accommodations in subsequent testing. Scores obtained by special education students who did receive special accommodations were compared with scores obtained by special education students who did not receive special accommodations. The population consisted of 448 special education students in grades two through eight in a public school system in Upper East Tennessee. All students who received Special Education services and took the Tennessee Comprehensive Assessment Program (TCAP) achievement test with or without special accommodations in 1998, 1999, 2000, and/or 2001. Ninety-nine percent of students who received special accommodations had the accommodations of read aloud internal test instructions and read aloud internal test items. A quasi-experimental design was used. A t-test for independent means, a t-test for paired samples, and a two-way analysis of variance (ANOVA) were used to analyze data. As evidenced in this study, special education students who received special accommodations did experience significant gain scores in science, social studies, and math in an initial year they received accommodations. There were significant gains in science and social studies in 2000 for students initially receiving special accommodations. There were significant gains in social studies and math in 2001 for students initially receiving special accommodations. While this study did not find that mean math scores increased statistically significantly in 2000, it is of practical importance to mention that mean math scores did increase substantially. It appears that the benefit of accommodations is not continuous. Students in this study who received special accommodations two consecutive years did not experience noteworthy gain in the second year. Some students, in fact, experienced a significant decrease in gain scores for the second year they received special accommodations.

No description available.

The purpose of this study was to examine the effects of a controversial test administration alteration, the read-aloud alteration, in which text (passages and questions) is read aloud to the student on a reading comprehension test. For students whose disabilities impair their skill in decoding text and reading fluently, accessing text to demonstrate their comprehension can be significantly impeded. Using a quasi-experimental design, this study examined whether the comprehension scores for students with disabilities with certain characteristics improved with the read-aloud alteration. Participants were fourth-grade Georgia public school students (N=664) enrolled during the 2005-2006 school year, with and without disabilities, who were administered the third-grade Reading Criterion-Referenced Competency Test under either the read-aloud or standard administration condition. A 20-question survey was completed for each special education student who participated by the educator most familiar with the student’s educational program. Several moderator variables, such as reading achievement as measured by an external criterion (the reading comprehension subtest of the Iowa Test of Basic Skills), the degree of the student’s disability, as rated by the teacher, and individualized educational program features such as the presence of a decoding objective and time spent in the general education classroom, were investigated. These moderator variables were hypothesized to help better identify students with disabilities who might need and benefit from the read-aloud alteration. Students given the read-aloud alteration achieved higher raw score gains on the posttest than those assessed under the standard condition regardless of their disability status (students with or without disabilities). No interactions were identified between the moderator variables studied and test condition, with the exception of testing condition (standard / read loud) and reading skill (below average, average, or above average). Regardless of disability status, students who were provided the read-aloud alteration and were classified as having below average reading skills on the norm-reference ITBS had higher gain scores than their peers.

The purpose with this study has been to get a previous knowledge about how pre-school teachers look at the impact of the picture book for children and their language development and participation at the age of three to five years. The study was carried through inquiries at a pre-school in a west Swedish urban district. The study proceed from the sociocultural theory which means that children learn by teamwork with other more experienced individuals. The result shows that the pre-school teachers consciously let the interest of the children guide the choice of books. At the same time they push for the meaning of conversation with the children. The pre-school teachers prefers to work with a smaller group in picture book readings to stimulate language weak children and make them participant more. The children can look for and count things in the pictures, and the adults got a bigger focus on the talking child. Picture books are also meaningful in a theme at the pre-school. In the literature language is power and the children dare to take place, and that makes them participate in the pedagogical activity which takes place at the pre-school.