Hundassisterad pedagogik (HAP) är en metod där hund används som verktyg i skolverksamhet och användandet av hundar i skolmiljö ses som ett pedagogiskt och hälsofrämjande verktyg. Syftet med studien är att uppmärksamma vad och hur de yrkesverksamma inom HAP anser att metoden kan gynna eleverna. Studien belyser också vilka svårigheter, hinder och möjligheter det finns med metoden. Resultatet grundar sig i en kvalitativ intervjustudie där författarna av studien har intervjuat sju yrkesverksamma inom HAP. Det framkommer i studien att de yrkesverksamma kan se flera olika positiva och gynnsamma aspekter med metoden hos eleverna, bland annat pedagogisk utveckling och förbättrat psykiskt mående. Huvudresultaten är att HAP som metod framför allt gynnar barn med diagnoser och läs-och skrivsvårigheter och att HAP kan bidra till att hemmasittare återgår till skolan.

The purpose of this study was to examine the practices and perceptions of professors of reading education in the issues surrounding teaching reading and learning with digital media. This study aimed to understand the strategies and thoughts of a select group of professors of reading education as they worked with pre-service teachers in preparing them to meet the needs' of their future students. The four respondents that participated in this inquiry were professors of reading education at various California Universities. The guiding research question was stated as: What are the issues surrounding the teaching and learning of reading through digital media? Two sub-questions were also posed: What strategies and practices are reading educators using in teaching reading education with traditional and digital media? In what ways are reading educators connecting traditional and digital literacy skills? Multiple case study methodology was used to acquire various perspectives on the issues of teaching and learning through digital media. From the four cross-case analyses of interviews, documentation, and observations, four themes and an overarching theme emerged depicting the issues educators are discovering with digital media. Reading competency is driven by intrinsic motivation. Current practices which neglect "real-world" reading are producing student who know how to read, but do not have the desire to read. The pressures to conform to educational mandates has created a disconnect between "good teaching" strategies and mandated school district requirements. The use of updated practices utilizing digital media is tempered by the current knowledge and self-efficacy of professors of reading education, as well as, the inconsistent availability and/or limited technological accessibility. These four themes acted as the foundation in support of the culminating theme. The overarching theme indicated that meeting the needs of today's students by looking at education through a new lens and gaining tools and strategies for the 21st century is imperative. Since the professor of reading educations' knowledge and self-efficacy is essential in the process of integrating digital media, the respondents themselves are transforming the practices and perceptions of educators. Thus, professors of reading education are change agents in their own practices, Universities, surrounding schools and the community. Based on the results of this study, implications for practice and recommendations for further research are suggested.

Syftet med studien är att bidra med kunskap om hur lärare i årskurs 4-6 beskriver att elevers läsförståelse kan utvecklas med hjälp av samtal om texter inom svenskämnet. Syftet uppfylls genom att följande frågeställningar besvaras: Hur använder sig lärare av samtal om texter i läsförståelseundervisningen? Hur beskriver lärare att samtal om texter kan påverka elevers läsförståelse? Intervjustudien har sin teoretiska utgångspunkt i den sociokulturella teorin om hur lärande sker i en social kontext samt i Vygotskijs teori om den proximala utvecklingszonen. Intervjustudien har en kvalitativ ansats där semistrukturerade intervjuer använts som metod för datainsamling. Fyra lärare som undervisar i svenska i årskurs 4-6 har intervjuats. Resultatet visade att lärarna beskriver att de använder sig av samtal om texter för att utveckla elevers läsförståelse. Det framkom att eleverna får samtala om olika typer av texter i skilda sammanhang men att läsförståelseutveckling förutsätter att eleven får möta texter på rätt nivå och som engagerar. Slutsatsen i intervjustudien är att de intervjuade lärarna uppfattar att samtal om texter har betydelse för elevernas utveckling av läsförståelsen och att lärarna använder sig av det i undervisningen. Eleverna behöver med stigande ålder bli mer självständiga i arbetet med läsförståelse och i samtal om texter, för att det ska bli möjligt behöver lärarna modellera olika strategier för både läsförståelse och textsamtal. Lärarna beskriver dock inte hur de konkret gör för att med tiden överlämna ansvaret för samtal om texter till eleverna. / The aim of this study is to contribute with knowledge about how teachers in the grades 4-6 describes that pupils can develop their reading comprehension by using text talks within the Swedish subject. The aim is to be fulfilled through answering the following questions: How do teachers use text talks in the reading comprehension education? How do teachers describe that text talks can affect pupils reading comprehension? The interview study has its theoretical starting point in the socio-cultural theory and how learning takes place through a social context and in Vygotskijs theory of the Zone of Proximal Development. The interview study has a qualitative approach where semi-structured interviews have been used as a method for collecting data. Four teachers who teach Swedish in grades 4-6 were interviewed. The results of the study shows that teachers describes that they use text talks to develop pupils reading comprehension. The result also showed that the pupils get to talk about several types of texts in different contexts, but that reading comprehension development requires students to be exposed to engaging texts at the right level. The conclusion of the interview study is that the teachers who were interviewed perceives that text talks are important for students’ development of reading comprehension and that the teachers use text talks in their teaching. With increasing age, the students need to become more independent in the work with reading comprehension and in text talks, for this to be possible the teachers need to model different strategies for both reading comprehension and text talks. However, the teachers do not describe exactly how they hand over the responsibility for text talks to the students over time.

The purpose of this research study was to examine the effectiveness of training for college work study students who participated in an America Reads program, which was designed to help at-risk children struggling with reading. Two groups participated in this research study. One group of college tutors had minimal training in reading strategies at the beginning of the study and the other group of college tutors had continuous training and feedback throughout the study. The research study sought to answer the following questions: 1) Will training for college student tutors in the area of reading, more specifically in the strategies and skills, help improve their comprehension and vocabulary? And 2) Will training for college student tutors in the area of reading, more specifically in strategies and skills, significantly improve the comprehension and vocabulary scores of the children being tutored? This was a quasi-experimental research design, used to examine the effectiveness of training college students participating in the America Reads program. The tutors were pre-and post-tested, measuring both their vocabulary and comprehension knowledge at the beginning and the end of the study. The children being tutored were also pre- and post-tested, measuring both their vocabulary and comprehension knowledge at the beginning and the end of the study. The statistical analysis for this design was the analysis of covariance (ANCOVA). The ANCOVA was used to handle the main threat to the internal validity of this research design, due to the fact that the tutors for the control and experimental group were not selected randomly. The tutors and the children were randomly assigned to two groups. The control group of tutors received minimal training (11 hours) and the experimental group received the same minimal training with extra (21 hours) weekly training added. The study began in October 1999 and ended in December 1999. The tutoring sessions were 1 ½ hours long, three days a week. The training for the experimental group was for 1 ½ to 2 hours weekly. The results from this study found no significant difference between the control and experimental groups on comprehension, as measured by the assessment instruments. The results from this study did find, however, a significant difference between the control and the experimental groups on vocabulary, as measured by the assessment instruments.

Regardless of age, background, or socioeconomic status, children must learn to read in order to be successful in school and in their future careers. Reading is an essential skill necessary to be successful in all other academic content areas. Despite the importance of this skill, American Indian children consistently score below the national average on tests of reading ability and reading comprehension. During recent years, many schools in the Bureau of Indian Education (BIE) system requested funding through the Reading First initiative. Schools used the funding and support provided by the BIE Reading First grant to attempt system-wide change at the school level in order to refocus efforts on increasing reading achievement. The current study investigated the impact of the Reading First Initiative on American Indian students in kindergarten through third grade. Results suggest that the models and methods employed using funding from the Reading First grant had a positive impact on certain aspects of reading achievement in students. Instructional Leadership Changes had a negative impact on student achievement while certain reading programs were found to have a more positive impact on some students than others. Furthermore, regardless of beginning of year reading level, all students showed increased gain in end-of-year outcome scores over time. Same grade cohort groups of students in kindergarten, second, and third grades demonstrated increased average scores over time as schools continued to implement Reading First models. Finally, while the gap between students with intensive needs and their peers was not erased, it also did not widen. Based on research indicating gain for these students is often below that of their peers, this is an important finding. Thus, it appears that the impact of Reading First in relation to teaching younger students the basic building blocks needed to read with fluency in the later grades was positive in the current sample.

Genom studiens syfte, att beskriva och analysera förutsättningar för elevers inflytande i grundsärskolan och hur detta kommer till uttryck i läsundervisningen, vill vi bidra till ökad kunskap. Bakgrund och tidigare forskning behandlar förutsättningar och hinder för inflytande, språkutveckling, läsinlärning, läsförståelse samt för undersökt kommun tongivande metoder för läsinlärning och läsförståelse. Studiens empiriska data samlades in genom semi-strukturerade intervjuer med tolv pedagoger, samtliga verksamma inom grundsärskolan samt elva elevenkäter. Som teoretisk ansats användes sociokulturellt perspektiv på lärande. Resultatet pekar på att elevinflytande till stor del handlar om individanpassad undervisning baserad på elevens intressen, att goda möjligheter finns att ge elever inflytande samtidigt som det upplevs som en svårighet att synliggöra elevinflytandet för eleverna, samt att tolka elevers kommunikation gällande intentioner och önskningar i läsundervisningen. Starkt tongivande i pedagogernas resonemang, både om elevinflytande och läsundervisning var vikten av att samarbeta med grundskolans elever; dels som förebilder och dels som en källa till lärande. Gemenskapen och samspelet som framgångsfaktorer för lärande påpekades mångfaldigt, men också de kommunikativa vinsterna med att låta elever med olika förutsättningar lära tillsammans och vara resurser för varandras lärande. Vad gäller elevers upplevelser av inflytande anser en övervägande andel att de blir lyssnade på men resultatet visar att det eleverna upplever sig ha inflytande över inte är undervisningsrelaterat. / The purpose of the study, is to describe and analyze the prerequisites for students influence in the special school and how this is expressed in the reading education, we want to contribute to increased knowledge. Background and previous research deals with the prerequsites and barriers on influence, language development, learning to read, reading comprehension as well as for investigated municipal influential methods for reading and reading comprehension. The empirical data of the study was collected through semistructured interviews with twelve educators, all those active in the special school and a questionary with eleven pupils. As a theoretical approach, sociocultural perspective on learning was used. The result indicates that student influences mostly is about individualized education based on the student's interests, that the opportunity for students to influence is possible while at the same time educators experience a difficulty in visualizing student influence to their students, as well as interpreting student communication regarding intentions and wishes in learning how to read. The main purpose the educators reason about, when it comes to student influence and reading education, was the importance of collaborating with elementary school students; partly as role models and partly as a source of learning. The solidarity and interaction as success factors for learning were pointed out many times, but also the communicative benefits of allowing students with different prerequisites to learn together and to be resources for each other's learning. In regards of the students' experiences of influence, it is considered that they are listened to, but the results show that what the students have influence over does not regard their education.

In diesem Sommer fand in 60 Bibliotheken Sachsens eine besondere Aktion statt: der Buchsommer Sachsen. Unter dem Motto „Beim Lesen tauch ich ab!“ sollten vor allem Schülerinnen und Schüler ab der 5. Klasse in die Bibliotheken gelockt werden. Dafür wurden mehr als 100 neue Buchtitel gekauft, die exklusiv für die Jugendlichen während der Aktion zum Ausleihen und Lesen zur Verfügung standen. Bei der Auswahl der Titel stand der Fokus auf Neuerscheinungen des Jugendbuchmarktes, die vor allem Mittelschüler und Jungs ansprechen sollten. Aber auch für Mädchen und Leseratten sollte etwas dabei sein. Präsentiert in einem separaten Regal und erkennbar am Buchsommer-Aufkleber warteten spannende Abenteuerromane, aufregende Fantasy-Geschichten und lustige Comic-Romane auf ihre Leser. Die gelesenen Buchsommer- Bücher und deren Bewertung wurden bei der Rückgabe im Leselogbuch notiert. Wer mindestens drei Bücher während der Sommerferien gelesen hatte, erhielt bei einer großen Abschlussparty sein Zertifikat. Dank der Förderung des Sächsischen Staatsministerium für Wissenschaft und Kunst und der Organisation durch den dbv Landesverband Sachsen e.V. konnte diese besondere Sommeraktion unter der Schirmherrschaft des Sächsischen Staatsministeriums für Kultus in 60 sächsischen Bibliotheken statt finden. Unterstützt durch die regionalen Bildungsagenturen nahmen neben den Großstadtbibliotheken in Dresden und Leipzig auch Stadt- und Kreisbibliotheken wie Chemnitz und Gemeindebibliotheken wie in Niederwiesa an der Aktion teil und konnten zahlreiche Buchsommer-Teilnehmer in ihrer Bibliothek begrüßen.

Donnerstag, 13 Uhr. Ein Anruf erreicht eine Bibliothekarin während ihres Auskunftsdienstes: „Ich würde gerne mit meiner 6. Klasse in der nächsten Woche zu Ihnen kommen. Wir haben den Themenkomplex „Sächsische Sagen“ gerade abgeschlossen und nun – vor den Ferien – möchten wir noch etwas Schönes zum Abschluss unternehmen. Ich habe an eine Sagenlesestunde in der Bibliothek gedacht.“ Bibliothekarin: „“Waren die Schüler schon einmal bei uns?“ Lehrerin: „“Das weiß ich leider nicht, ich habe die Klasse gerade erst übernommen.“ Wenn die Bibliothekarin Glück hat, findet sie in ihren Unterlagen ein Konzept zum Thema. Ansonsten erarbeitet sie die Veranstaltung für die Klasse bis zur nächsten Woche neu. Vorsichtshalber geht sie davon aus, dass die Schüler noch nie in der Bibliothek waren. [...]

This research investigates children‟s literature as an educational experience. Its aim is to analyze the contributions of Ruth Rocha‟s children‟s literature to teacher education and to reader education. Collaborative action-research is the methodology used in this investigation that focuses public primary school education teachers‟ built knowledge and practice. The research methodology consists of: broadband survey questionnaire answered by first years of primary school teachers and school administrators from local public schools of the city of Uberlândia in the state of Minas Gerais in Brazil; documental and bibliographic study; workshops with first years of primary school teachers; participatory observation in the schools, field notes; interviews with subjects about knowledge and educational experiences with children‟s literature books in classroom; transcription and interview report. Actions involving the work with children‟s literature books at school are also part of this project. The subjects involved were one hundred and twenty-five students of first, and second and third years of primary school, and thirteen teachers: three library teachers, two language and literature teachers, one grade-two teachers, two grade-three teachers, three coordinators, one readapted teacher for library teaching work, and an elementary school Portuguese teacher with experience in library collections selection. The research was conducted at two local public schools in Uberlândia. The study emphasized that although the City Centre of Studies and Educational Projects Centro Municipal de Estudos e Projetos Educacionais Julieta Diniz (CEMEPE) offered in-service teacher training sessions they did not offer any specific training in reading children‟s literature with focus on the teacher or on the student reading education. It was also verified that the teachers wished to help their students to become critical readers but, in their everyday practice at school, they used methodologies that did not involve students as active readers as they worked children‟s literature. Their work was a linear repetitive way of teaching where students had to complete reading records and to do mere comprehension exercises of texts and literature books read. Most subjects (60%) did not know about any existing governmental programs to enhance reading skills, such as the national program of library in the school - Programa Nacional Biblioteca da Escola PNBE‟, and they even did not study about children‟s literature. In the schools involved in this research, making use of Ruth Rocha‟s work, we worked some actions along with the subjects building knowledge, attitude changes, and reading practice in the school context. / Trata-se de uma pesquisa que tem como objeto de estudo a leitura literária como experiência de formação. O objetivo geral da investigação foi analisar as contribuições de obras de literatura infantil de Ruth Rocha para a formação do professor e do aluno leitor, focalizando saberes construídos por docentes dos anos iniciais do ensino fundamental de escolas públicas e práticas educativas desenvolvidas por esses sujeitos. Para realização da pesquisa, definimos como metodologia a pesquisa-ação colaborativa. Nessa perspectiva utilizamos os seguintes procedimentos e estratégias de ação: aplicação de questionários em grande escala junto a professores e/ou gestores dos anos iniciais do ensino fundamental da rede pública de ensino de Uberlândia/MG; levantamento bibliográfico e documental; realização de oficinas com professores dos anos iniciais do ensino fundamental; observação participante nas escolas e redação de notas de campo; realização de entrevistas orais com colaboradoras sobre seus saberes e práticas educativas com obras de literatura infantil na sala de aula; transcrição e textualização das entrevistas. Além disso, realizamos ações que contemplaram a incorporação de obras de literatura infantil na escola. Fizeram parte do universo pesquisado 112 alunos dos 1os, 2os e 3os anos do ensino fundamental, três professoras de Biblioteca, duas professoras de Literatura e Linguagem, duas professoras regentes do 3o ano do ensino fundamental, uma professora regente do 2o ano do ensino fundamental, três coordenadoras dos anos iniciais do ensino fundamental, uma professora readaptada como professora de Biblioteca e uma professora de Português dos anos finais do ensino fundamental, que atuava como selecionadora de acervos literários, totalizando treze colaboradoras. O cenário da investigação foram duas escolas da rede pública municipal de ensino do município de Uberlândia. O estudo evidenciou que o Centro Municipal de Estudos e Projetos Educacionais Julieta Diniz (CEMEPE) promovia diversas atividades de formação continuada aos seus professores, contudo não oferecia formação continuada específica no campo da leitura de literatura infantil visando à formação leitora de professores e, consequentemente, de alunos. Comprovou-se também que os professores expressavam o desejo de contribuir para que seus alunos fossem leitores críticos, mas no cotidiano escolar desenvolviam práticas da leitura de obras literárias infantis por meio de metodologias de ensino que desconsideravam a participação dos alunos como leitores. Dessa forma, prevalecia um ensino linear, repetitivo, por meio de preenchimento de fichas e exercícios de interpretação mecânica de texto/obras literárias lidas. A maioria das colaboradoras (60%) desconhecia os programas de políticas públicas de incentivo à leitura, dentre eles o Programa Nacional Biblioteca da Escola - PNBE, e não realizava estudos sobre a literatura infantil. Nas escolas públicas participantes, desenvolvemos ações em parceria com nossas colaboradoras, proporcionando a construção de saberes, mudanças de atitudes e práticas de leituras no ambiente escolar, utilizando-se do potencial crítico e criativo das obras de Ruth Rocha. / Doutor em Educação

This study concerns choices of texts and reading comprehension strategies in teaching. The purpose of the study is to investigate if and how teachers' perceptions of pupils' reading habits are consistent with the pupils' own beliefs. The purpose is also to investigate if there are any differences in reading habits between pupils with Swedish as their first language and pupils with Swedish as a second language and if this is considered when teachers choose texts and/or work with reading comprehension strategies in teaching. The study is based on qualitative interviews with three active teachers, two of whom are class teachers and one who teaches in Swedish as a second language. The interviews aim at gaining knowledge about how teachers choose texts in teaching, what they base these choices on and how they work with reading strategies. The study is complemented by a student survey to map students' reading habits at home and at school. The questionnaire aims at gaining knowledge from students to see whether teachers 'perceptions about student reading habits are in line with the students' own beliefs. According to my results teachers' perceptions about student reading habits do not always match the perception of the students themselves. Based on the results of this study there are no significant differences made between first and second language students when it comes to choosing texts in the teaching, either based on the reading habits of the students or teachers 'perceptions of students' reading habits. Nor are there any significant differences made in the teaching of reading strategies. On the other hand, teachers make certain adjustments in teaching to give all students the same conditions. / Denna studie berör lärares val av texter samt arbete med läsförståelsestrategier i undervisningen. Syftet med studien är att undersöka hur lärares föreställningar om elevers läsvanor stämmer överens med elevernas egna uppfattningar, om det går att uttyda några skillnader i läsvanor hos elever med svenska som modersmål respektive elever med svenska som andraspråk samt om lärare tar hänsyn till skillnader i läsvanor vid val av texter samt arbetet med läsförståelsestrategier i undervisningen. Studien bygger på kvalitativa intervjuer med tre verksamma lärare varav två är klasslärare och en undervisar i svenska som andraspråk. Intervjuerna syftar till att få kunskaper om hur lärarna väljer texter i undervisningen och vad de baserar dessa val på samt hur de arbetar med undervisning av lässtrategier. Studien kompletteras med en elevenkät för att kartlägga elevers läsvanor hemma och i skolan. Enkäten syftar till att få kunskap om hur lärarnas föreställningar om elevers läsvanor stämmer överens med elevernas egna föreställningar. Mina resultat visar att lärares uppfattningar om elevers läsvanor inte alltid stämmer helt överens med den uppfattning eleverna själva har. Utifrån studiens resultat går det inte att uttyda att några betydande skillnader mellan första- och andraspråkselever görs när det kommer till val av texter i undervisningen varken utifrån elevers läsvanor eller utifrån lärares föreställningar om elevers läsvanor. Inga betydande skillnader görs heller vid undervisning av lässtrategier. Däremot gör lärarna vissa anpassningar i undervisningen för att alla elever ska ges liknande förutsättningar.