Studiens syfte är att undersöka hur lärare i årskurs 1–3 säger sig arbeta med skönlitteratur i undervisningen för att stimulera elevernas inre och yttre motivation till läsning. Den metod som användes för att samla in material är semistrukturerade intervjuer. Intervjuer gjordes med fem lärare som arbetar i årskurs 1–3. Utgångspunkten för studien är tidigare forskning om läsmotivation samt teorier om begreppen inre och yttre motivation. Resultatet visar att lärarna arbetar på många olika sätt för att öka elevernas läsmotivation. De använder olika läsutmaningar för att eleverna ska läsa mer och de samtalar med dem om varför det är viktigt att läsa. Däremot visar resultatet att lärarna inte fokuserar på begreppen inre och yttre motivation i någon större utsträckning. Resultatet visar också de svårigheter lärarna möter i arbetet när de ska motivera eleverna till läsning. Lärarna berättade att en del elever inte har någon läskultur hemifrån och att vårdnadshavarna inte är stöttande när det kommer till läsning. Detta anser lärarna vara ett problem då det kan vara svårt att få dessa elever motiverade till läsning.

Undersökningar har visat på ett minskat läsintresse bland barn och unga de senaste åren, samtidigt som samhället kräver en utvecklad läsförmåga. Syftet med denna litteraturstudie var att undersöka vad forskning säger om vilka faktorer som påverkar lågstadieelevers läslust och vilka effekterna är av de metoder som används för att väcka elevers läslust i klassrummet. Denna litteraturstudie består av de två forskningsfrågorna: ”Vad säger forskningen om vilka faktorer som påverkar läslusten i lågstadieklassrum?” och ”Vad säger forskningen om de metoder som används för att väcka lågstadieelevers läslust i klassrummet och om vilka effekter de har?”. För insamling av data gjordes sökningar i databaser, där sökord användes för att hitta forskning relevant för studiens syfte.  Artiklarna som presenteras i studien har analyserats utifrån en tematisk analys, där kodning av data resulterade i fyra teman. Resultatet visar att klassrumsmiljö och elevinflytande är faktorer som påverkar elevers läslust i klassrummet. Av resultatet framgår det även att interaktiv läsning och läsaktiviteter i klassrummet bidrar till ökad motivation bland eleverna. Samtidigt talar forskning för att lärare har ett stort ansvar i att se till elevers olika förutsättningar när de väljer aktiviteter i syfte att utveckla elevers läsning. Betydelsen av lärares inflytande, såsom att vara en förebild och att ta hänsyn till elevers olika förutsättningar, är också något som framkommer av resultaten i denna studie. / Surveys have shown a reduced interest in reading among children and young people in recent years, while society demands a developed reading ability. The purpose of this study was to investigate what research says about what influences the love of reading among primary school students and what the effects are on methods used to increase reading motivation in classrooms. This literature review consists of the two research questions: “What does research say about which factors influence the love of reading in primary classrooms?” and “What does research say about methods used in classrooms to arouse interest in reading among students and about what effects they have?” For data collection, searches were conducted in databases, in which keywords were used to find research relevant to the aim of this study. The articles presented in this study were analyzed through a thematic analysis, where coding of data resulted in four themes. The result shows that the design of the classroom and student influence are factors that affects the reading motivation in the classroom. It is also shown in the results that interactive reading and reading activities in the classroom increases reading motivation among students. The importance of teachers’ influence, such as being a role model and taking students’ different needs into account when choosing activities, is also something that emerges from the results of this study.

Denna vetenskapliga essä syftar till att undersöka läsning på fritidshemmet, vi har i våra berättelser skildrat situationer om hur läsning och läsaktiviteter kommer till uttryck på våra fritidshem och de dilemman som kan uppstå i arbetet med läsning. I elevernas vardag på fritidshemmet så prioriteras inte läsning av vare sig pedagogerna eller eleverna samtidigt ser vi hur läsningen upplevs som en lust- och meningsfull aktivitet när vi besöker biblioteket med eleverna. Vi ställer oss frågorna varför och hur fritidshemmet ska arbeta med läsning och läsaktiviteter samt om det är det kloka överhuvudtaget. Med en hermeneutisk utgångspunkt och utifrån begreppen bildning, narrativ fantasi samt kunskapsteori söker vi i uppsatsen legitimeringsgrunder till varför läsning bör prioriteras i fritidshemmets verksamhet. Empirin i uppsatsen består av observationer i vår vardag på våra respektive fritidshem och även deltagande observation i ett skolbibliotek. Våra observationer samt litteratur kring läsning och fritidshemmet används för att få en fördjupad förståelse av de handlingar som gestaltas i de två berättelserna. / This scientific essay aims to examine reading at after-school centers. In our stories, we have described situations in which reading and reading activities are expressed at our after-school centers and the dilemmas that may arise in the work with reading. In the daily lives of the students at the after-school center, reading is not prioritized by either the educators or the students, yet we see how reading is experienced as a pleasurable and meaningful activity when we visit the library with the students. We ask ourselves why and how the after-school center should work with reading and reading activities, and whether it is wise to do so at all. With a hermeneutic starting point and based on the concepts of education (bildning), narrative imagination, and knowledge theory, we seek legitimizing grounds in the essay for why reading should be prioritized in the after-school center's activities. The empirical part of the essay consists of observations in our daily lives at our respective after-school centers and also participating observations in a school library. Our observations and literature on reading and after-school centers are used to gain a deeper understanding of the actions that are shaped in the two stories.

Early reading instruction and identification of learners with reading problems prevent reading difficulties in the Intermediate Phase. The specific aim of this study is to explore the role of the Intermediate Phase educator to assess the learners’ reading skills by using observation and assessment activities, in order to identify learners with reading problems. The literature study on reading activities explored the letters of the alphabet, phonemic awareness, spelling, word- recognition, assessment and word-knowledge. The qualitative research was conducted empirically in the form of a case study of one learner from the South African public primary school based in Ikageng location, Potchefstroom. The role of the Intermediate Phase educator is to develop and administer the reading activities, observe a learner when he or she recites; writes and identifies the letters of the alphabet; segment words to show his or her phonological awareness skill; spell words in the dictation test including any written activity; and reads aloud the single written words to test his or her word recognition ability. The themes that emerged from the empirical study are as follows: difficulty in sequencing written letters of the alphabet, inability to segment words, spelling problems and word recognition problems. The study indicated that the participant’s reading problems are based on an inability to decode single words. / Psychology of Education / M. Ed. (Educational Psychology)

The goal of this Master's thesis was to support the development of the practice of reading and literacy especially of students of the lower primary school by my own and verified methods. I have observed the development of the children's relationship to reading and their reading skill as long as there was focus on reading and further activity with poems in class in lower primary school. I have also observed the extent, to which is reading of poems and activities related to it supported by reading books, how students work with the text and what they learn by this work. My thesis has among other activities focused on the necessity and contribution of children's recital a dramatization of poetry. I have worked with children from 1st, 2nd, 3rd, and 5thgrades of elementary school and also from the 1st grade of 8-year high school, within the scope of literature class, a so-called reading class, within the scope of literary - dramatical branch of art elementary school and drama in education. On the basis of this thesis I can state that working with poetry has significance for a discovery or an establishment of a relationship to reading and understanding of a text for students of the afore mentioned classes. The children have gained an experience with methods, leading to the mentioned objectives; they have...

近年來，推廣終身學習與培養資訊素養日益受到重視，國內外政府均將推廣閱讀視為重要的課題。由於文化建設成果，台灣各鄉鎮普設圖書館，由於鄉鎮圖書館直接接觸鄉鎮居民，成為推廣閱讀活動第一線角色。 本論文旨在探討台灣地區鄉鎮圖書館推動閱讀活動之現況。首先就閱讀與閱讀活動之意涵、各國的閱讀活動與政策、圖書館推動閱讀的任務與功能、公共圖書館推廣閱讀活動之類型與策劃、台灣地區鄉鎮圖書館閱讀推廣之相關文獻進行研討，並簡要回顧台灣地區鄉鎮圖書館的設置起源與歷年來閱讀推廣活動的概況。 採用深度訪談法，以立意抽樣之方式選擇訪談對象，共計有台北縣深坑鄉立圖書館、南投縣埔里鎮立圖書館、台南縣歸仁鄉立圖書館、屏東縣長治鄉立圖書館等四所圖書館，藉由訪問承辦閱讀活動之鄉鎮圖書館員、閱讀活動中的帶領人、以及參與閱讀活動的讀者等，匯集多方的想法與建議，從圖書館所辦理閱讀活動的類型、內外資源的運用、所遭遇到的困難與問題、民眾參與的程度等面向，分析台灣地區鄉鎮圖書館閱讀推廣活動辦理概況，並探討其成功模式。 根據文獻與訪談結果，建議政府及圖書館上級主管機關應：1.訂定閱讀相關法案與政策；2.輔導鄉鎮圖書館推廣閱讀；3.利用全球性的閱讀節日加強宣導；4.加強應用網路資源推廣閱讀；5.鄉長應慎選熱心館長；6.加強閱讀培訓課程；7.出版閱讀推廣之策劃等相關出版品；8.辦理閱讀推廣有成的圖書館觀摩與交流活動，建議鄉鎮圖書館應：1.積極地舉辦閱讀推廣活動；2.結合教育單位與民間團體，善用社會資源共同推展閱讀；3.倡導愉悅的閱讀；4.利用獎勵推廣兒童閱讀；5.行銷館藏與推薦好書；6.加強購買新書以即時供應閱讀需求。 / In recent years, the promotion of lifelong learning and the training of information literacy have been bestowed a gradual increase in attention. Both local and international governments regard reading promotion as an important subject. Due to Taiwan’s elaborate cultural infrastructure, widespread rural libraries establish direct contacts with nearby residents, playing a major role in promoting reading activities. This thesis aims at exploring the situations of rural libraries’ reading promotion activities in Taiwan. This research discusses the following issues: the definitions of reading and reading activities, the different reading activity policies of various countries, the mission and function of public libraries in promoting reading activities along with the types of promotions and their planning, a discussion of relevant documents regarding the promotion of reading by rural libraries, and a brief review of the establishment of rural libraries and their general situations in reading promotion. The methods of this study are literature analysis and in-depth interview. Chosen through purposive sampling, interviewees include the Shenkeng Township Library of Taipei County, the Puli Township Library of Nantou County, the Gueiren Township Library of Tainan County, and the Changjr Township Library of Pingdong County. By interviewing the rural libraries that hold reading activities, their activity leaders, and activity participants, this thesis gathers different ideas and suggestions. Through rural libraries’ reading activity types, their application of internal and external resources, the difficulties and problems they confronted, and the participation level of local residents, this thesis analyzes the situation of the promotion of reading activities in Taiwan’s rural libraries’ and investigates their successful models. According to research results, this study suggests that the government and the authorities at the ministry of library: (1) institute relevant reading bills and policies; (2) guide and assist rural libraries in reading promotion; (3) utilize the international reading festival to establish recognition; (4) use the internet and the information & communications technology to promote; (5) select enthusiastic library directors by the head of the local government; (6)strengthen the training courses of reading promotions; (7)publish relevant publications on reading planning; (8) inspect and learn from outstanding libraries. This study suggests that rural libraries: (1)actively hold reading activities; (2)combine educational organization and community resources to promote reading conjointly; (3) advocate pleasure reading; (4)utilize rewards to promote children’s reading; (5) market library collections and recommend good books; (6) enhance new book purchases in order to immediately supply the demand of reading.

Early reading instruction and identification of learners with reading problems prevent reading difficulties in the Intermediate Phase. The specific aim of this study is to explore the role of the Intermediate Phase educator to assess the learners’ reading skills by using observation and assessment activities, in order to identify learners with reading problems. The literature study on reading activities explored the letters of the alphabet, phonemic awareness, spelling, word- recognition, assessment and word-knowledge. The qualitative research was conducted empirically in the form of a case study of one learner from the South African public primary school based in Ikageng location, Potchefstroom. The role of the Intermediate Phase educator is to develop and administer the reading activities, observe a learner when he or she recites; writes and identifies the letters of the alphabet; segment words to show his or her phonological awareness skill; spell words in the dictation test including any written activity; and reads aloud the single written words to test his or her word recognition ability. The themes that emerged from the empirical study are as follows: difficulty in sequencing written letters of the alphabet, inability to segment words, spelling problems and word recognition problems. The study indicated that the participant’s reading problems are based on an inability to decode single words. / Psychology of Education / M. Ed. (Educational Psychology)