The aim of the study is to examine which reading comprehension strategies by the teaching material "A Reading Class" a teacher in second grade tutors about and how the teacher tutors, and which reading comprehension strategies pupils in second grade state that they use when they read on their own, and in what whey they use those reading comprehension strategies. Therefore this study proceeds from the following questions: Which reading comprehension strategies does the teacher tutor about and how does the teacher tutor about those strategies? Which reading comprehension strategies do the pupils state that they are using when they are reading on their own? How do the pupils use the reading comprehension strategies when they read on their own, according to themselves? The investigation is based on three observations of the tutoring about reading comprehension strategies and six interviews with a total of eleven pupils. The theoretical basis is composed of theories about the sociocultural perspective, scaffolding, zone of proximal development and reciprocal teaching. The result showed that the teacher tutored about the reading comprehension strategies: predicting, clarifying, questioning and summarizing. She encouraged the pupils to create inner images and to make text connections (text-to-self, text- to-text, text-to-world). She tutored about the strategies by the model "think aloud". The pupils seem to use the strategies predicting and clarifying most frequently when they are reading on their own but also creating inner images. For example, they use the strategy predicting when they are choosing books to read and the strategy clarifying when they don’t understand words while they are reading. A lot of the pupils seem to have trouble explaining how to use the strategy summarizing, and also seem to find it hard to summarize after reading, but skillful readers seem to accomplish that better than less skillful readers. The pupils seem to use the reading comprehension strategies in greater occurrence when they are reading on their own than they are aware of.

This is an Action Research. The purpose is to understand that if there is any change within the student¡¦s reading comprehension and how the condition of using the Reading comprehension strategy is by accepting the methods of Reciprocal Teaching. This research does the survey on the class of 32 students in one elementary school in Kaohsiung City through the instructions of Reciprocal Teaching on Reading comprehension strategy within 20 weeks. Before teaching, the researcher used ¡§ Reading Comprehension Screening Test ¡¨, ¡¨ Chinese Reading Comprehension test for Elementary school students ¡¨ and ¡§ Reading Comprehension Strategy Scale for Senior Students of Elementary School ¡¨ to confirm the students¡¦ performance on reading comprehension. After teaching for 20 weeks, the researcher used two copies of tests designed by the teacher herself and ¡§Reading Comprehension Strategy Scale for Senior Students of Elementary School¡¨ to understand the students¡¦ different performances after using the reading comprehension strategy. The conclusion is as below. First, after accepting the Reciprocal Teaching instruction, the most significant influence is inferential comprehension and text base comprehension. The ability of questioning is less effective. The effect of summarization and the literal comprehension are much weaker. Second, after accepting the Reciprocal Teaching instruction, the students use the variety of prediction strategies most frequently. The second is the usage of clarification. The last is the application of the summarization and questioning strategies.

·   Denna undersökning behandlar lärares inställning till och användning av läsförståelsestrategier i undervisningen. För att elever ska utveckla sin läsförmåga räcker det inte att endast läsa mycket. Eleverna behöver också en explicit undervisning i lässtrategier. Utifrån ett socialkonstruktivistiskt perspektiv  är syftet att undersöka lärares inställning till olika typer av läsförståelsestrategier och deras mål med användningen av dessa i undervisningen för förskoleklass till årskurs 3.   För att besvara undersökningens syfte används följande frågeställningar:      · Vilka olika typer av läsförståelsestrategier används av tillfrågade lärarna och i vilket syfte?       ·   Vad har lärarna sett i praktiken att läsförståelsestrategier kan bidra med för att utveckla elevers läsförståelse?        · Vilken roll anser de tillfrågade lärarna att de har under textsamtal och i relation till undervisning av läsförståelsestrategier?           Material för undersökningen består av kvalitativa intervjuer av nio lärare verksamma i förskoleklass till årskurs 3. Resultatet visar att de intervjuade lärarna ser läsförståelsestrategier dels som redskap för läraren för att kunna ge eleverna en explicit undervisning i läsförståelse och dels som verktyg till eleverna för att de genom användning av strategierna ska kunna skapa en förståelse av texten på flera olika plan. / This study deals with teachers' attitude to reading comprehension strategies and its use in teaching. It is not enough to read a lot for students to develop their reading skills. Students also need explicit instruction in reading comprehension strategies. From a social- constructivist perspective, the aim is to explore teachers' attitudes to different types of reading comprehension strategies and their goal of using these in teaching for preschool to grade 3. In order to answer the aim of this study following questions is being used:   What kinds of reading comprehension strategies do the surveyed teachers use and for what purpose?   What have teachers seen in practice that reading comprehension strategies can contribute with in order to develop students reading comprehension?   What role considers the surveyed teachers that they have during text talks and in relation to the teaching of reading comprehension strategies?   Materials for the study consists of qualitative interviews with nine teachers working in preschool up to third grade. The results show that the interviewed teachers see reading comprehension strategies as implements for the teacher to be able to give students an explicit instruction in reading comprehension and as tools for the students to be able to create an understanding of text on several different levels.

In the light of Swedish pupils' declining understanding of non-fiction, as well as the abolition of textbook examination, the idea for this study was born. The purpose was to explore two reading comprehension textbooks in the subject of Swedish and compare them to PIRLS reading test from 2011. Furthermore, the overall aim has been to analyze the coherence between them (alignment). The study was focused on highlighting the similarities and differences among the texts and tasks provided in the materials. With particular focus on the text's prose, genre and format, as well as on the reading comprehension strategies that were practiced and tested in the tasks. Through text analysis, theories of alignment (Biggs, 2003) and reading comprehension strategies (Andreassen 2008; Reichenberg 2014; Westlund 2015) the following questions were answered: Which similarities and differences regarding the text's prose form, genre and design can be discerned in the two textbooks compared to PIRLS reading test?  Which similarities and differences exist between the reading comprehension strategies that are practiced in the textbooks' tasks compared to those tested in PIRLS reading test?  Which preconditions are given the pupils to perform at PIRLS through the work of these two reading comprehension textbooks? The results showed both similarities and differences among all of the materials. The distribution of the text's prose form differed. In one textbook the most common form was fictional prose, whereas in the other book non-fiction occurred more. However the distribution was even in PIRLS reading test. Results also revealed that the extent of the texts was significantly longer in the reading test than in either one of the textbooks. Additionally the results indicated that the tasks, in PIRLS and in the textbooks, require a use of different reading comprehension strategies. In the textbooks multiple strategies were needed to solve the tasks, in contrast to PIRLS, where there were no use of several of them. These findings suggest a lack of alignment between the analyzed materials.

The purpose of this study is to investigate how teachers in grades 1-3 work with reading comprehension in the classroom. This essey will further analyze how they describe the concept poor comprehenders and how they discover if a pupil have bad reading comprehension. I have used the following questions:  How do teachers describe the concept poor comprehenders? How do the teachers work with reading comprehension in the classroom? How do the teachers describe how they find out if a pupil have bad reading comprehension?  The study is based on a qualitative method with three interviews and three observations. The theories and central concepts that I used is poor comprehenders, reading comprehension, reading comprehension strategies and pedagogical methods. The result shows that the teachers have difficulities of explaining the concept poor comprehenders When comparing which reading comprehension method they use in the teaching, the result shows that they have used similar methods but in different ways. The result also shows that all the teachers in this study believes that it´s hard to find out if a pupil have problems with reading comprehension.

The aim of this study was to describe, analyze and explore how five teachers work with reading comprehension in grade one and grade two, ages 7 and 8. My approach was ethnographically inspired and data was collected through observations, teachers´ diaries and interviews. The findings indicate that in the observed teachers´ classroom students' language skills were central. In order to teach the students how to use strategies in their own reading, teachers trained the students to use strategies while reading aloud to them. When reading aloud to the students, focus was on reading comprehension but sometimes texts were used by the teachers as tools to teach strategies.  The teachers seemed to think that students first have to learn to read (decode) before working with strategies for reading comprehension during individual reading. In the classrooms a substantial amount of time was spent on dialogue, both before as well as during reading texts aloud. When the teachers asked questions, vocabulary was often focused. The teachers also asked about spelling and punctuation in the text. The questions were mostly aimed at controlling or inferencing the children but the teachers also asked questions where factual knowledge was needed. Regardless of the type of questions the teacher poses, the students respond with comments or inferences. The types of questions that the teacher asked of a text tend to be dominant when the children were invited to ask questions themselves. The teachers in the study were pleased with the students' development and performance in reading comprehension and the students seemed interested to read themselves and to listening to the teachers reading aloud. Children used reading comprehension strategies when listening to teachers reading, but it is unclear to what extent they use it to their individual reading. / <p>I verket anges serien Studier i pedagogiskt arbete.</p>

Syftet med min studie är att undersöka hur lärare i åk 1–3 beskriver att de arbetar för att utveckla elevernas läsförståelse. I denna kvantitativa studie har hundra lärare som undervisar i åk 1–3 runt om i Sverige fått svara på en webbenkät. För kunna besvara mina frågeställningar har jag även tagit del av tidigare forskning och litteratur som behandlar ämnet. Studien innehåller därmed en genomgång av några undervisningsmodeller för läsförståelse, lärarrollens betydelse samt en sammanfattning om den senaste PIRLS-rapporten från 2016 och den nationella komptenssatsningen Läslyftet. Det framkommer i resultatet att lärarna tycks luta sig mot kända undervisningsmodeller inom läsförståelse, dels som stöd i hur undervisningen ska gå till och dels vad den ska innehålla. En undervisningsmodell innehåller ett antal läsförståelsestrategier som eleverna ska kunna använda vid läsning. Det är vanligt att läraren modellerar läsförståelsestrategier för sina elever. Samtidigt visar resultatet att det också finns andra aktiviteter i undervisningen som läraren använder sig för att stimulera läsutvecklingen t.ex. högläsning. Lärarna anser att det är viktigt att börja med läsförståelseundervisning redan i årskurs 1. Målet är att lyckas att få elever som läser med god förståelse. / The purpose of this study is to examine how teachers in the 1st –3rd grade describe how they teach to develop the students’ reading comprehension. In this quantitative study one hundred teachers working in the 1st – 3rd grade have answered a web survey. To be able to answer my initial questions in the study I have been taking part of research done and literature in the subject. The study contains a review of some teaching models for reading comprehension and the significance of the teacher, together with a review of the latest PIRLS report from 2016 and the national competence campaign “Läslyftet”. The result shows that the teachers seem to lean on known teaching models within reading comprehension, partly as a support in the teaching practice and partly as a support of the teaching content. A teaching model contains a number of reading comprehension strategies which the students shall be able to use when reading. It is common that the teacher is modelling reading comprehension strategies for the students. The result also shows that the teachers use other teaching activities to stimulate the reading development, i.e. reading aloud. The teachers think that it is important to start the reading comprehension education as early as in the 1st grade. The goal is to make the students read with good comprehension.

Det globaliserade samhället vi lever i idag ställer höga krav på vår läskompetens. Läraren och dennes undervisning utgör en av de viktigaste faktorerna för att utveckla god läsförståelse. Studiens syfte är att undersöka hur lärare i årskurs 1 använder och synliggör lässtrategier för elever i undervisningen. Genom semistrukturerade intervjuer undersöks hur lärare säger att de arbetar med läsförståelse och vad de menar utvecklar god läsförståelse. Genom observationer med hög grad av struktur undersöks vilka lässtrategier som kommer till uttryck i undervisningen och hur strategianvändningen skiljer sig i olika undervisningsmoment. Studien fann att bland annat högläsning värderas högt för betydelsen av läsförståelse. Studien fann också att det flest lässtrategier kom till uttryck under textsamtalen. Slutsatsen är att läsförståelse är komplex och att lärarens kompetens är avgörande för undervisningens kvalité. / The globalized society we live in today poses high demands on our literacy skills. The teacher and the way he or she teaches are one of the most important factors for developing good reading comprehension. The purpose of the study is to investigate how teachers in year 1 is using and visualize reading strategies for students in the classroom.  Semi-structured interviews investigate how teachers say they work with reading comprehension and what they think develop good reading comprehension. Through high-level observations the study aims to investigate which strategies that are expressed in teaching and how the use of strategies differs in different teaching situation. The study found that the teachers think that reading aloud is one important part of the development of reading comprehension. The study also found that most reading strategies were expressed during the textual conversation. The conclusion is that reading comprehension is complex and that the teacher's competence is crucial to the quality of teaching.

This study is about teachers’ read-aloud in the classroom. Reading comprehension is important in all subjects of the school and a recurring knowledge requirement throughout the compulsory school. The purpose is therefore to investigate how teachers in grades 1 – 2 describe their read-aloud. The following questions have been the starting point of this study: What purpose do teachers have with their read-aloud? How do teachers work with read-aloud? Which advantages and disadvantages do teachers see with read-aloud? This study is based on the sociocultural theory assuming that people develop through social activities where scaffolding is important for development. Semi-structured interviews have been used and six teachers have been interviewed. The material has been analyzed and discussed in relation to the field. The result shows that the teachers have several different purposes of read-aloud. The purpose can be to create a mutual reading experience or increase pupils’ interest in reading. Also, the purpose can be to develop pupils’ reading comprehension. How and how much the teachers use read-aloud differs. According to the teachers there are major advantages of read-aloud while the disadvantages are few. / Studien behandlar lärares arbete med högläsning i sin undervisning. Läsförståelse är en viktig grund i skolans alla ämnen och ett återkommande kunskapskrav genom hela grundskolan. Syftet är därför att undersöka hur lärare i årskurs 1 – 2 beskriver sitt arbete med högläsning. Dessa frågeställningar har varit utgångspunkterna för studien: Vilket syfte har lärare med sin högläsning? Hur arbetar lärarna med högläsning i sin undervisning? Vilka för- och nackdelar ser lärarna med högläsning? Studien har sin utgångspunkt i den sociokulturella teorin som utgår från att människor utvecklas genom sociala aktiviteter där stöttning är viktigt för att utvecklas. Semistrukturerade intervjuer har använts och totalt har sex lärare intervjuats. Materialet har analyserats och diskuterats i förhållande till forskning inom området. Resultatet visar att lärarna har flera olika syften med högläsning. Den kan syfta till att skapa en gemensam läsupplevelse eller öka elevers läsintresse, men syftet kan också vara att utveckla elevers läsförståelse. Hur och hur mycket lärarna använder högläsning i sin undervisning skiljer sig åt. Enligt lärarna är fördelarna med högläsning många medan nackdelarna är få.

Mitt arbete syftar till att generera förståelse runt läsprocesser i grundskolans lägre åldrar med fokus på läsförståelse samt lässtrategier. Genom att utgå från tidigare forskning inom området vill jag visa hur man ställer sig till undervisning i läsförståelse samt att genom intervjuer se lärarnas förhållningssätt och hur läsförståelseundervisningen realiseras. Arbetets empiri består av kvalitativa intervjuer med fem respondenter, där avsikten är att visa hur de arbetar med läsförståelse och vilken syn de har på läsförståelseundervisning, samt hur man arbetar konkret med förtydligade lässtrategier. Respondenterna är från skilda generationer och har varierad utbildningsbakgrund för att erbjuda bredd till undersökningen. Min undersöknings resultat visar lärarnas definition av läsförståelse samt att de lägger stor vikt vid läsförståelseundervisning. Den visar också deras syn och tankar om explicit undervisning av lässtrategierna samt vilken skillnad de ser mellan förtydligade strategier och traditionell läsundervisning. Vissa aspekter i undersökningen visade sig generella som exempelvis att alla använde sig av förtydligade lässtrategier, främst från materialet En läsande klass. Andra aspekter skilde sig åt och då studien är baserad på individuella erfarenheter kan den inte ge en generell bild på lärares syn på läsförståelseundervisning eller på läsförståelse i stort. / This study aims to generate an understanding about reading processes in the early years of primary school with a focus on reading comprehension and reading comprehension strategies. Based on previous research in the field I aim to examine how the teachers make use of reading comprehension by conducting individual interviews which are focused on how the teachers' attitudes to reading comprehension look like and how their teaching is realized. This study consists of qualitative interviews with five respondents, with the purpose to show how they work with reading comprehension instruction and clarified reading comprehension strategies. The respondents are from different generations and have varied educational backgrounds. The results of the study show that the teachers put great emphasis on reading comprehension instruction. The study also shows some differences between the vision and thoughts about the explicit teaching of reading comprehension strategies, clarified strategies and traditional reading instruction. Therefore it can not give a general view on teaching reading comprehension or reading comprehension in general.