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De internationella undersökningarna PISA och PIRLS visar att elevers läsförmåga och läsförståelse försämrats. Dock visar PISA 2015 på ett trendbrott vad gäller svenska elevers läsförståelse, svenska elever presterar bättre än senaste undersökningen från 2012 och ligger nu på ungefär samma nivå som år 2009. Läsning är en förutsättning för att klara av skolan och att leva i samhället, det är ett mycket omdiskuterat ämne i skolvärlden och därför känns just läsning intressant att studera. Syftet med denna litteraturstudie är att undersöka hur tyst läsning kan användas för att utveckla elevers läsförståelse i årskurs 1-3. Syftet konkretiseras genom två frågeställningar, vilka är: Vilka förmågor använder eleverna vid tyst läsning? samt Hur kan läraren organisera undervisningen för att tyst läsning ska leda till ökad läsförståelse? Den metod som använts för att besvara syfte och frågeställningar i studien är en systematisk litteraturstudie, där svensk forskning mellan år 2000- 2016 inom området har sökts fram, granskats, analyserats och sedan sammanställts till ett resultat. Resultatet i studien visar att läsning är komplext och de förmågor elever använder vid tyst läsning är fonologisk medvetenhet, avkodning och läsförståelse. Även ett stort ordförråd, lära sig kopplingen mellan fonem och grafem, läsflyt och att få tillgång till läsförståelsestrategier är viktiga för den tysta läsningen. Dessutom har läraren en viktig roll i elevernas läsutveckling, läraren måste stötta eleverna via stödstrukturer, såsom läsförståelsestrategier som eleverna kan tillgå i den tysta läsningen för att utveckla läsförståelse. Samtal är en annan viktig del i läsundervisningen, dock visar resultatet att detta är mindre förekommande i den tysta läsningen i jämförelse med till exempel högläsning. / <p>Svenska</p>

The problem of the study was to determine whether a controlled program of reading instruction at the eighth grade level produces superior and retained improvement in rate and comprehension as compared with the usual classroom procedure.

According to a survey, the majority of fourth grade students in 2005 did not choose reading as a preferred activity for entertainment (Guthrie, McRae, & Klauda, 2007). Adolescents are increasingly resistant to reading and seldom list it as a pleasurable activity. Interestingly, research shows that students who enjoy reading more do better academically (Gambrell, 2011). Accordingly, as a teacher I seek to increase students' reading for pleasure. To give space in my curriculum for students to do this and for me to support them, I used Sustained Silent Reading (SSR), a practice where students are given time to read a text of their choosing during class time. Adhering to LaBoskey's (2004) criteria for self-studies, I conducted a self-study of teacher practices. There were two rounds of field notes with critical friend commentary that allowed me to identify types of readers and types of responses. To present my findings, I developed vignettes to capture my field notes about types of readers and I identified field notes that captured general and specific responses to readers for which I provided exemplar on my findings. I also attended to trustworthiness. This study explored what I as a teacher know and learned about increasing my students' engagement with reading for pleasure during SSR time. By categorizing my students' habits and charting my responses and interventions, I was able to understand what practices to use to encourage students to read for pleasure according to their characteristics.

Thesis (M.S.)--State University of New York at Binghamton, Department of Psychology, 2009. / Includes bibliographical references.

This research sought to add to a body of knowledge that is severely underrepresented in the scientific literature, reading comprehension in secondary students. Chapter 1 examines the current state of literacy in the nation’s public schools and the consequences that arise if students leave high school with inadequate reading skills. It discusses the neurological processes involved with reading and posits that independent silent reading (ISR) combined with scaffolding techniques may prove to be an effective method for addressing reading comprehension. The review also analyzes the components believed to be essential to reading, including vocabulary development, prior knowledge and background information, inferencing and prediction, and cognitive and metacognitive strategies. It argues that technological tools may have the potential to address these components within the framework of ISR. Chapter 2 details the experiment that tested these hypotheses. The study implemented an ISR program across a 5-month semester in a public high school and included 145 participants from nine 10th grade literature classes. The control group took part in no ISR, one treatment group participated in weekly ISR read from a textbook, and another treatment group participated in weekly ISR read from a computer module designed to address the components of reading comprehension. Students were measured on multiple achievement and motivational assessments. Results indicated that students from the ISR groups made greater gains than the control group in total reading ability, reading comprehension, end-of-course reading scores, and success/ability attribution, but no differences emerged on the vocabulary assessment. The computer module ISR group performed similarly in most respects to the textbook ISR group, but students in the computer module ISR group increased in their reading motivation and scored better on the individual reading assignments, suggesting the cognitive tools assisted them in understanding specific material at hand. This research offers much needed data on secondary students’ reading achievement and motivation, and provides evidence for one method, ISR, that has the potential to address development in these areas.

Based on the previous review (Levin &amp; Sjöstedt.2016) we discovered that reading aloud was an advantage for children's future Reading and-writing comprehension. The purpose of this work is, therefore, to visualize the application of reading aloud in contemporary education. Application means, in this case, which methods are mostly used, for example: silent reading/reading aloud, and also how it is implemented and what effect, chosen method supposed to provide. The study is conducted at three different Swedish schools in the county of Skåne and they are limited to the grade five. The research methods we used were questionnaires and classroom studies. The questionnaires are based on the mindset of active and legitimate educators, regarding the main subject, reading aloud. The results of the classroom observations and the questionnaires are reported in the latter section and finally a conclusion and discussion of the report and its results are presented.