Det här arbetet är inriktat mot elevers läsvanor och läsattityder. Eleverna som deltar går i grundskolans årskurs två och tre. Förmågan att kunna läsa är värdefull. För att kunna utveckla läsförmågan är både tid spenderad på denna aktivitet samt motivation till att läsa viktig. Syftet med detta arbete är att undersöka elevers läsvanor och läsattityder samt att undersöks om dessa påverkas av vilken plats eleverna befinner sig på, skolan eller hemmet. För att läsning ska utvecklas är det viktigt att vara motiverad. Därför undersöks vad eleverna själva väljer att läsa när det valet erbjuds. Arbetet utgår från två frågeställningar: Hur ser elevernas läsvanor och läsattityder ut och skiljer de sig mellan skolan och hemmet? Vad läser eleverna helst när de själva får välja? Denna studie använder sig av en kombination av kvantitativ och kvalitativ metod, så kallad triangulering och hela arbetet vilar på ett socio-kulturellt perspektiv. Det material som studien utgår från har samlats in via enkäter och enskilda intervjuer med elever. I resultatet framkommer det att elever som gillar att läsa läser oftare än övriga elever och gärna längre stunder. Elever upplever en skillnad mellan att läsa hemma och att läsa i skolan men skillnaden är mer kopplad till deras läsvanor och läsintresset än till platsen där läsningen sker. Om eleverna får välja läser de helst en spännande bok. Skolbiblioteket visade sig vara viktigt för var eleverna får tag på böcker att läsa. Eleverna i den här studien har en återkommande tid varje vecka då de går till skolbiblioteket. Det kan konstateras att läsattityden påverkar elevens läsvanor. En elev som inte gillar att läsa kommer att göra det mer sällan, troligtvis endast om hen känner att hen måste. Hur ofta eleven läser kommer därför att påverka i vilken takt läsförmågan utvecklas. / This study is focused on pupils’ reading habits and attitudes towards reading, the pupils partaking in this study are attending grade two and three in primary school. The ability to read is a most valuable skill. To develop this ability both the time spent on this activity and the motivation for why you are doing it is important. The aim of this study is to examine pupils’ reading habits and attitudes towards reading and see if they are affected by the place where the pupil is doing his/her reading, in school or at home. To improve your skills in reading it is important to be motivated, therefore I want to investigate what pupils choose to read when they have the opportunity to decide that for themselves. This study is based around two questions: What does the pupils’ reading habits and attitudes towards reading look like and is there any difference between school and home? What do the pupils prefer to read when they have the option to choose for themselves? This study will use a combined method of quantitative and qualitative methods, called triangulation. The material in this study is collected from questionnaires and one-on-one interviews. The result shows that pupils who like to read, read more often than other pupils, they also read for longer periods of time. The pupils experience a difference between reading at home and reading in school but the difference is connected more to their reading habits and their interest in reading than the actual place where they read. If pupils are allowed to choose their own reading most will premiere suspense. The school library proved to be important to where the books are found. In conclusion, reading attitudes affect the reading habits; a pupil who doesn’t like to read will read more seldom. How often the pupil will read therefore affects the speed in which the reading skill develops.

This study aimed to investigate the relationship between reading habits (in English, in L1 and overall) and English reading performance among Sindhi and Urdu students at the University of Sindh, Jamshoro, Pakistan, and also to explore the factors that might have influenced these aspects. The main motivation for the selection of this study was the participants’ poor English reading proficiency. An explanatory sequential mixed methods research design was adopted, which allowed collecting and analysing quantitative data first to gain a general understanding of the phenomenon followed by an in-depth qualitative interview with a smaller sample to further explore and explain the phenomena in question. After a pilot study, firstly the quantitative study was conducted with 220 students from Sindhi speaking (n=133) and Urdu speaking (n=87) groups using a reading habits questionnaire and an English reading test. The data was analysed in detail. Following analysis, six students, three from each Sindhi and Urdu group were selected for in-depth interviews and the data was analysed using Thematic Analysis. Finally, both quantitative and qualitative findings were synthesised to reach the outcome of the study. The findings of this study suggested that there was a lack of leisure reading habit among the participants other than textbook reading, and their reading frequency of academic articles was relatively low (Sindhi and Urdu as one group). The participants showed similar reading habits in English and in L1 and there were no significant differences between Sindhi and Urdu students’ reading habits in English, in L1 and overall. However, Urdu students scored significantly (p=.000) higher than Sindhi students on English reading performance. There was very little, if any, correlation between reading habits (in English, in L1 and overall) and English reading performance of all students (as one group) and between Sindhi and Urdu students respectively. However, this study strongly suggested that home background, educational background, English language learning environment in the past, and socio-cultural background greatly influence reading habits and English reading performance of Sindhi and Urdu students in the Pakistani university context. Additionally, this study suggested that Urdu students come from backgrounds that are more supportive of reading, which may be a probable cause of their English reading performance being higher than Sindhi students in this study.

<p> </p><p><strong><p>Abstract</p></strong><p>My curiosity of students' use of images for reading led me to seek knowledge of the students view on the text illustrations in the literature and through interviews. This study is about how pupils in the school year 2 experience reading, especially with images. The purpose is to investigate the significance of illustrations in reading for students in school year 2. I also want to find out how students see themselves as readers and how the survey material believes that the students comprehend reading. Eight children, both girls and boys have participated in the interview. They had to read from three books in different formats with the same approach and questions. Interview and reading aloud were recorded and analyzed. The results suggest that the students are not always aware of their own development of reading process and the importances of the images are not considered as high among students. Notably, many of them used the images to get the information they needed to answer questions. Those who read other than books at home believe that they do not read, even if reading is about decoding information and messages. ´The broadens the concept of text´, which means that the text also includes the message that is mediated by other than through the written word, seems unfamiliar to the students. You can see that it is of importance for their reading comprehension among the students who read a lot at home.</p></p> / <p> </p><p><strong><p>Sammanfattning</p></strong><p>Min nyfikenhet över elevernas användande av bilder vid läsning ledde mig till att söka kunskap om elevernas syn på textillustrationer, i litteratur och genom intervjuer. Den här studien handlar om hur elever i skolår 2 upplever läsning, och då främst med bilder. Syftet består i att undersöka vad illustrationer kan ha för betydelse vid läsförståelse för elever i skolår 2. Jag vill också ta reda på hur eleverna ser sig själva som läsare och var eleverna befinner sig enligt olika kartläggningsmaterial om läsförståelse. Åtta barn, både tjejer och killar har deltagit i intervjun. De fick läsa högt ur tre böcker i olika format med samma tillvägagångssätt och frågor. Intervju och högläsning har spelats in och analyserats. Resultatet tyder på att eleverna inte alltid är medvetna om sin egen läsutvecklingsprocess och att betydelsen av bilder inte anses så stor bland eleverna. Noterbart är att många av dem använde sig av bilderna för att få den information de behövde för att svara på frågorna. De som läser annat än böcker hemma anser sig inte läsa, även om det innebär att avläsa information och meddelanden. Det vidgade textbegreppet, som innebär att text också innefattar budskap som medieras på annat sätt än genom det skrivna ordet, verkar obekant för eleverna. Det märks att det är av betydelse för deras läsförståelse bland de elever som läser mycket hemma.</p></p>

Abstract My curiosity of students' use of images for reading led me to seek knowledge of the students view on the text illustrations in the literature and through interviews. This study is about how pupils in the school year 2 experience reading, especially with images. The purpose is to investigate the significance of illustrations in reading for students in school year 2. I also want to find out how students see themselves as readers and how the survey material believes that the students comprehend reading. Eight children, both girls and boys have participated in the interview. They had to read from three books in different formats with the same approach and questions. Interview and reading aloud were recorded and analyzed. The results suggest that the students are not always aware of their own development of reading process and the importances of the images are not considered as high among students. Notably, many of them used the images to get the information they needed to answer questions. Those who read other than books at home believe that they do not read, even if reading is about decoding information and messages. ´The broadens the concept of text´, which means that the text also includes the message that is mediated by other than through the written word, seems unfamiliar to the students. You can see that it is of importance for their reading comprehension among the students who read a lot at home. / Sammanfattning Min nyfikenhet över elevernas användande av bilder vid läsning ledde mig till att söka kunskap om elevernas syn på textillustrationer, i litteratur och genom intervjuer. Den här studien handlar om hur elever i skolår 2 upplever läsning, och då främst med bilder. Syftet består i att undersöka vad illustrationer kan ha för betydelse vid läsförståelse för elever i skolår 2. Jag vill också ta reda på hur eleverna ser sig själva som läsare och var eleverna befinner sig enligt olika kartläggningsmaterial om läsförståelse. Åtta barn, både tjejer och killar har deltagit i intervjun. De fick läsa högt ur tre böcker i olika format med samma tillvägagångssätt och frågor. Intervju och högläsning har spelats in och analyserats. Resultatet tyder på att eleverna inte alltid är medvetna om sin egen läsutvecklingsprocess och att betydelsen av bilder inte anses så stor bland eleverna. Noterbart är att många av dem använde sig av bilderna för att få den information de behövde för att svara på frågorna. De som läser annat än böcker hemma anser sig inte läsa, även om det innebär att avläsa information och meddelanden. Det vidgade textbegreppet, som innebär att text också innefattar budskap som medieras på annat sätt än genom det skrivna ordet, verkar obekant för eleverna. Det märks att det är av betydelse för deras läsförståelse bland de elever som läser mycket hemma.

Abstract The aim of this study is to investigate attitudes to leisure-time reading among pupils in grade 5. A subsidiary aim is to examine whether there is a difference between how boys and girls relate to reading books. The method used in the study is questionnaires and a focus group interview. The result shows a clear difference between boys’ and girls’ reading habits in leisure time. The girls devote more time in general than the boys to leisure-time reading, but sports activities and the computer are two phenomena that the pupils choose in preference to reading. In the study one can see a link between reading literature relatively frequently in leisure time and having a positive attitude to reading in school, which applies to both sexes. The pupils who seldom or never read in their leisure time are also more negatively disposed to reading in school, which applies chiefly to the boys.

The aim of this study is to investigate if the levels of attainment in national reading comprehension tests in English reflect the types of reading texts which pupils encounter inside and outside the classroom. A further aim is to find out if there is a gender distinction between boys’ and girls’ levels of reading comprehension which can be related to existing reading habits. A questionnaire was completed by upper secondary school pupils of Englishin order to investigate the threeresearch questions. The questionnaire involved 10 questions about the pupils’ reading habits. Furthermore, two reading comprehension tests that were created by The Swedish National Agency for Education were also used and distributed to the pupils to complete. The pupils’ results from the reading comprehension test were used by the author to answer the three research questions thatthis study is based on. The results of this study showthat the types of texts the pupils encounter inside and outside the classroom affect their results on the reading comprehension tests. Regarding the second question that this study investigates, there is no gender distinction between boys’ and girls’ levels of reading comprehension, whichcan be related to existing reading habits. Concerning the third research question in this study, the results show that both girls and boys spend more time on social media than reading English fiction. These results might indicate the fact that technology such as the Internet and social media are very popular and important in the pupils’lives. Moreover, technology and theuse of social mediamightas well affect the pupils’ reading habits and reading comprehension.

Title: Reading in the Digital Age - Tablet in the Reader 's Personal Information Environment Author: Mgr. Tomáš Bouda Abstract: In this dissertation thesis we observed the phenomenon of reading in the context of personal information environment in digital age. An analysis of the evolution of reading and its implication on reading habits has been done. Secondly, we introduced phenomenology approach to study reading phenomena. The goal of the qualitative research was to describe an experience of intensive tablet users while reading scientific literature in digital format. Interpretative phenomenological analyses and Positive and negative affect scale (PANAS) were used as research methods with six participants. Conceptual structure representing the phenomenon has been developed as an outcome. It contains a) broader context of personal information environment, b) reading, annotating and underlining of digital text and c) reading experience with a focus on somatosensory perception. Comparison with two similar research studies has been done. As a practical outcome, several weaknesses in a design of tablets and reading applications were identified.

This master thesis constitutes a study into the history of reading. The object is to illustrate how reading practices of a few girls and young women were molded during the early decades of the twentieth century. By studying how reading was expressed in a specific historical situation, the prerequisites and changes of reading can be understood as part of a wider historical perspective. The primary material consists of 33 retrospective interviews that were recorded during the 1970s and 80s, wherein female respondents articulate their recollections of books and reading in their childhood and adolescent. The theoretical framework draws inspiration from the field of the history of reading, with influence from scholars such as Roger Chartier and Robert Darnton. The comprehension is that reading practices are shaped and limited by social and cultural factors, but the practices are also shaped by the liberties readers take within the prevailing limitations. The analysis shows that the home environment played a decisive role when it comes to the prerequisites for reading, and is closely intertwined with factors such as the parents' level of education, occupations and financial assets. As many homes suffered from a lack of reading material, the libraries connected to schools, religious communities or popular movements became valuable sources. Public education efforts, such as the emergence of public libraries and the spread of new, cheaper reading materials, had great significance for many of the girls, and made reading more varied and free. The overall picture shows that reading practices varied between different individuals. Different modalities of reading are closely intertwined with distinct individual prerequisites and the various opportunities which allowed the respondents to be active readers and tailor their reading practices to meet their own specific needs.

Through the introduction and popularisation of e-books and e-readers, the way books are read is changing. This paper aims to investigate the reading habits of five Swedish-based Kindle users to understand their reading ecologies and what place the Kindle has in their reading ecologies. The Kindle proves an interesting research focus as it is one of the most sold e-readers in the world, but has yet to establish itself on the Swedish market. The research focuses on three main themes: the reading ecologies and habits of the interviewees; why they use the Kindle; and how they use reviews on Kindle Store. The research uses the methods of communicative ecology mapping and qualitative interviews for collecting empirical data, which is then contextualised and analysed through the theories of communicative ecology, mediatization, and media as practice. The research shows that the interviewees prefer reading on digital devices, and that particular practices of reading are done in specific spatial dimensions. Three practices of reading are visible in the interviewees’ reading ecologies: news-reading, social media-reading, and Kindlereading. The interviewees use the Kindle as a replacement of the physical book, which is shown in the way the interviewees list the e-ink technology and lack of backlit screens as motivations for using the device, in addition to the vast amount of niched literature available on Kindle Store. Moreover, reviews on Kindle Store are valuable to the interviewees when buying books, but the type of book changes how much validity the reviews hold. The reviews, no matter if they are being read or written by the interviewees, are viewed as helping the community of readers who use Kindle in finding ‘good’ literature.

The growing concern that teenagers don't read, led to this study. The study is preceded by an explanation of aspects in which the teenager develops, the value of reading and the influence of the environment on the teenager's utilisation of leisure time. In the study, a total of 478 Afrikaans-speaking pupils from grade seven to grade ten completed different questionnaires, whereby their reading interests and habits were determined. Some of the important findings of the study are: - although teenagers indicated their preference of fiction reading as that of horror and ghost stories, the romantic Sweet Valley series is read the most; - they prefer main characters who have the same religion and interests as they have; - cartoons and the periodical, Huisgenoot, are popular with all age groups; - books in Afrikaans are seemingly not popular; - the title and blurb are "decisive in the choice of a book; - teenagers consider it as normal that so little time is spent on reading; A few recommendations are made at the end of the study. / Die groeiende kommer dat tienderjariges nie lees nie, het tot die studie gelei. Die studie is voorafgegaan deur 'n uiteensetting van die aspekte waarvolgens tienderjariges ontwikkel; die waarde van lees en die invloed van die omgewing op tienderjariges se vryetydsbesteding. In die studie het 'n totaal van 478 Afrikaanssprekende leerlinge vanaf graad sewe tot graad tien verskillende vraelyste ingevul, waardeur hul leesbelangstellings en -gewoontes vasgestel is. Van die belangrikste bevindings van die studie is: ~ alhoewel tienderjariges aangedui het dat hulle gruwelverhale of spookstories as leesbelangstelling van fiksie verkies, word die romantiese Sweet Valley reeks die meeste gelees; - hoofkarakters wat dieselfde geloof aanhang en belangstellings as hulle het, word verkies; - strokiesprente en die tydskrif, Huisgenoot, is by alle ouderdomsgroepe gewild; - boeke in Afrikaans is skynbaar nie gewild nie; - die titel en die flapteks is deurslaggewend in die keuse van 'n boek; - tienderjariges beskou dit as normaal dat so min tyd aan lees spandeer word, 'n Paar aanbevelings word aan die einde van die studie gemaak. / Information Science / M.Inf. (Information Science)