Textsamtal är ett viktigt moment i skolan och ett av dess mål är att utveckla elevernas läsförståelse. Även om det är tidskrävande är textsamtal väldigt givande för eleverna och något som hjälper dem att använda olika lässtrategier för att få en bättre läsförståelse. Syftet med denna kunskapsöversikt var att se vad forskning säger om textsamtal. Vi använde oss av två olika databaser, Primo och ERIC (ProQuest), för att kunna ta fram relevanta studier till vår kunskapsöversikt. Studiernas resultat visade att textsamtal är ett viktigt moment för elevernas läsförståelse men samtidigt är det ännu viktigare att använda sig av lässtrategier för att kunna utveckla läsförståelsen. Lärarna behöver modellera lässtrategierna för att få eleverna att förstå hur dessa kan användas. Reciprocal Teaching och Questioning the Author är två viktiga och användbara lässtrategier inom textsamtal i skolan som hjälper eleverna att utvecklas i sin läsförståelse. Efter att ha läst och fördjupat oss i våra valda studier har vi kommit fram till att forskarna inte alltid skiljer mellan fiktiva och icke-fiktiva texter vilket är problematiskt.

För att öka resultaten i de stora internationella undersökningarna PISA och PIRLS har staten satsat på kompetensutbildning för lärare i Sverige. Läslyftet är en av satsningarna och syftar till att öka kvaliteten i undervisningen när det gäller språk-, läs- och skrivdidaktik. En av modellerna som lärare utbildas i är samtal om text eller textsamtal. Den här studien följer åtta lärares diskussioner och erfarenheter som de delar med sig av under deltagandet i läslyftet 2016. Studien genomförs med hjälp av deltagande observationer då författaren till den här studien är en av deltagarna i läslyftet. I den tidigare forskningen framgår att textsamtal är gynnsamt för elevers kunskapsutveckling och att användning av metoden behöver öka i Sverige. Studien har ett sociokulturellt perspektiv eftersom teorin om att lärande sker i samband med andra är aktuell för studiens syfte och frågeställningar. Studiens syfte är att undersöka karaktären av textsamtal som undervisningsmetod i lärares kollegiala samtal. Frågeställningarna är: vilka motiv finns för lärare att använda textsamtal i undervisningen och vad pratar lärare om när de diskuterar textsamtal som undervisningsmetod? I resultatet presenteras de olika lärarnas erfarenheter och tankar kring textsamtal som undervisningsmetod. Det framgår av resultatet att lärarna har olika mycket erfarenhet av textsamtal innan de påbörjar läslyftet men att alla har en mycket positiv inställning till användandet av den. I diskussionen diskuteras hur de olika lärarna använder sig av metoden i förhållande till tidigare forskning. Det diskuteras även varför de är motiverade att använda metoden med motivet att öka kunskap i alla skolans ämnen.

This doctoral dissertation reports on results from case studies of how text-talks in a Swedish upper secondary school vocational programme, function as a zone of proximal development for reading. The aim was to investigate how text-talks function as a basis for discussion about the text content and thereby have a potential for developing understanding for the subject-specific text content in the subjects of Carpentry Technology, Welding Technology and Swedish in one class in the first year of the Industrial Technology Programme. The study is qualitative with an explorative approach (Burns 2011). Ordinary teaching and learning contexts were observed. The theorectical frame work is based on sociocultural (Säljö 2000) and sociosemiotic perspectives (Halliday 1978), a hermeneutical frame consisting mainly of the concepts of the zone of proximal development (Vygotskij 1934/2001), scaffolding (Wood, Bruner &amp; Ross 1976), dialogicity (Bachtin 1986), and pedagogical codes (Bernstein 2000), as well as an analytical frame deriving from systemic-functional linguistics (Halliday &amp; Matthiessen 2004) and reception theory (Langer 1995, 2011a, 2011b). Three research questions were posed: How do the teachers organise and conduct the text-talks? What linguistic connections with the text are constructed when text content is introduced and developed in the text-talk? In what ways does movement in the text manifest in the text-talk? Data were collected through class-room observations and interviews. Field notes and recordings were made of eight text-talks, and three teacher interviews. Analyses of intertextual cohesion (Eggins 2004), and activity sequences (Martin &amp; Rose 2007) were conducted. Analyses of text-based, associative and interactive text-movability (Liberg et al. 2012b) show the collaborative meeting with the text as expressed in the text-talk. The results indicate that built-out cohesion and progressive text-movability can widen the discourse around the text and thereby scaffold reading development. / <p>Delfinansierat av Ovanåkers kommun.</p>

This doctoral dissertation reports on results from case studies of how text-talks in a Swedish upper secondary school vocational programme, function as a zone of proximal development for reading. The aim was to investigate how text-talks function as a basis for discussion about the text content and thereby have a potential for developing understanding for the subject-specific text content in the subjects of Carpentry Technology, Welding Technology and Swedish in one class in the first year of the Industrial Technology Programme. The study is qualitative with an explorative approach (Burns 2011). Ordinary teaching and learning contexts were observed. The theorectical frame work is based on sociocultural (Säljö 2000) and sociosemiotic perspectives (Halliday 1978), a hermeneutical frame consisting mainly of the concepts of the zone of proximal development (Vygotskij 1934/2001), scaffolding (Wood, Bruner &amp; Ross 1976), dialogicity (Bachtin 1986), and pedagogical codes (Bernstein 2000), as well as an analytical frame deriving from systemic-functional linguistics (Halliday &amp; Matthiessen 2004) and reception theory (Langer 1995, 2011a, 2011b). Three research questions were posed: How do the teachers organise and conduct the text-talks? What linguistic connections with the text are constructed when text content is introduced and developed in the text-talk? In what ways does movement in the text manifest in the text-talk? Data were collected through class-room observations and interviews. Field notes and recordings were made of eight text-talks, and three teacher interviews. Analyses of intertextual cohesion (Eggins 2004), and activity sequences (Martin &amp; Rose 2007) were conducted. Analyses of text-based, associative and interactive text-movability (Liberg et al. 2012b) show the collaborative meeting with the text as expressed in the text-talk. The results indicate that built-out cohesion and progressive text-movability can widen the discourse around the text and thereby scaffold reading development. / <p>Delfinansierat av Ovanåkers kommun.</p>

Läsförståelse är en komplex färdighet beroende av flera samspelande förmågor. Lärares uppfattningar om hur läsförståelseundervisning kan utformas i praktiken i relation till elevers olika utvecklingsstadier är en avgörande faktor för elevers läsförståelseutveckling (Jönsson, 2007). I tidigare forskning framgår vilka förmågor som krävs för fullständig läsförståelse, och hur förmågorna kan undervisas i praktiken. Däremot saknas forskning om lärares uppfattningar av arbete med läsförståelse i klassrumskontext. Inte minst saknas lärares uppfattningar av arbete med läsförståelse ur ett helhetsperspektiv och hur lärarna går tillväga för att forma läsförståelsearbetet likvärdigt i relation till elevers skilda utvecklingsstadier. Syftet med föreliggande studie är därför att beskriva verksamma lågstadielärares uppfattningar om läsförståelseoch den undervisningspraktik som bedrivs för att utveckla elevers läsförståelse. Studiens syfte uppnås genom frågeställningarna: ·      Hur uppfattar verksamma lågstadielärare begreppet läsförståelse i F-3?  ·     Vilka arbetssätt beskriver och motiverar lågstadielärare att de använder för att utveckla elevers läsförståelse i F-3? ·     Vilka aspekter beskriver lågstadielärare som särskilt viktiga i samband med arbetssätt för läsförståelse i F-3?  Materialinsamlingen genomfördes genom tre semistrukturerade fokusgruppsintervjuer med sex verksamma lågstadielärare. Denna kvalitativa studie utgår från ett fokus på lärares uppfattningar. Studiens teoretiska utgångspunkt utgår från ett sociokulturellt perspektiv. I resultatet framgår att läsförståelse uppfattas som samspelande förmågor som inkluderar bland annat avkodning och inferensskapanden av textinnehållet. Resultatet visar lärarnas uppfattningar av arbetssätt för att utveckla läsförståelse, vilka motiveras och beskrivs i form av bland annat variationen av högläsning, textsamtal, en läsande klass, parläsning, och textkort. Arbetssätten beskrivs möjliggöra utveckling utifrån varierade kunskapsnivåer och utvecklingsstadier. I samband med arbetssätten har läraren en avgörande roll, där textval i relation till elevgrupp i samband med arbetssätten är en betydande faktor. / Reading comprehension is a complex skill depending on several interacting abilities. Teachers' perceptions of how reading comprehension teaching can be designed in practice relative to students' different developmental stages are a decisive factor for students' reading comprehension development (Jönsson, 2007). Previous research emphasizes which abilities are required for fully developed reading comprehension, and to some extent how these separate abilities can be taught in practice. However, there is a lack of research on teachers' perceptions regarding reading comprehension teaching in the classroom context. There is also a lack of research on teachers' perceptions of reading comprehension from a holistic perspective and how teachers create equitable reading comprehension teaching relative to students' different stages of development. The purpose of the present study is therefore to describe primary school teachers' perceptions of reading comprehension and the teaching practice that is conducted to develop students' reading comprehension. The purpose of the study is achieved through the questions:      ·      How does primary school teachers perceive the concept of reading comprehension in grades F-3? ·      What working methods do the primary school teachers describe and motivate that they use to develop students' reading comprehension in grades F-3? ·      What aspects do primary school teachers describe as particularly important in conjunction with working methods for reading comprehension in grades F-3? The data collection was carried out through three semi-structured focus group interviews with six primary school teachers. This qualitative study is focusing on teachers' perceptions. The theoretical framework of the study is based on a sociocultural perspective. The results show that reading comprehension is perceived as interacting abilities that include decoding and inference creation. The results show the teachers’ perceptions of working methods for developing reading comprehension, which are motivated and described by the variation of reading aloud, text talks, a reading class,reading in pairs, and text cards.The teachers describe that the working methods enable development based on varied levels of knowledge and stages of development. In connection with the working methods, the teacher has a decisive role, where text choice relative to the student group in connection with the working methods is a significant factor.

The overall purpose of this licentiate thesis is to shed light on how reading is constructed in different year 1 school subjects. The focus of the study is reading and how teachers create conditions for students to understand text via text conversations and via textbook texts used in Mathematics, Swedish and Technology. The study aims to shed light on reading from a disciplinary literacy perspective.  The study is conducted in two sub-studies. In the first sub-study three lessons in year 1 are analyzed in terms of how reading is constructed via the following research questions: 1) How are the students invited into the text and text conversations through the teacher’s questions? 2) What everyday language, school language and subject-specific words and concepts do the students encounter in the text conversations? The second sub-study analyzes text sections from ten textbook texts with associated written questions: 1) What ways of using texts are encouraged by the questions in the text-book texts? 2) What everyday language, school language and subject-specific words and concepts can be identified in the textbook texts? The analyzes are based on an adapted text mobility model (Folkeryd et al., 2006; Liberg et al., 2010; Liberg et al., 2012), adaptations of PIRLS processes of comprehension (PIRLS 2016; Mullis &amp; Martin, 2017) and adaptations of Lindberg’s (2007) categorization of words and concepts in everyday, school language and subject-specific vocabulary.  The results show that the teachers create conditions for text comprehension by initiating text conversations in whole groups and in pairs where information in texts is identified, words and concepts are defined, the texts are interpreted and more information is added to the texts. Based on the textbook texts, conditions for reading are created via the texts’ everyday language use and when subject-specific words and concepts occur, via the teacher’s alternating use of everyday and subject-specific words and concepts and through repetitions of the subject-specific ones. The teachers and the textbooks create different conditions for text comprehension in different subjects. In Mathematics the text is read carefully and repeatedly to identify information before calculation and finding the correct solution. In Swedish the text is read to be interpreted. In Technology the purpose of reading is to convey facts and innovative technology.

The aim of this study is to analyze how four teachers work with verbal scaffolding during text talk to develop pupils' conceptual understanding in fourth grade. There are five forms of verbal scaffolding that the study focuses on. This study answers the following questions: What specific strategies does the teacher use to develop conceptual understanding? How does the teacher apply verbal scaffolding during text talk?   The questions are answered by two qualitative methods, classroom observations and interviews with the four participant teachers. The two methods interact with a shared focus directed on answering the study’s questions. The purpose of the observations was to have a focus on how the teachers used verbal scaffolding during text talk to develop pupils’ conceptual understanding. However, during the interviews, the teachers had the opportunity to express their own perception of their teaching. The study's theoretical framework is based on the concept scaffolding. To make the analysis more concrete, scaffolding has been categorized into five forms of verbal scaffolding. The result showed that all the teachers apply the different categorized verbal scaffolding during the text-talks, although with varying approaches. Furthermore, teachers advocate for different strategies to enhance pupils’ conceptual understanding.

This thesis investigates how various text-talks, i.e. text-focused classroom discussions, may scaffold students’ reading of specialised texts in upper secondary school. The study consists of qualitative case studies based on classroom observations of two teachers’ History instruction, focusing on parts defined as text-talks. An intervention study was conducted where one teacher worked with two text-talk approaches. The research questions regard how students move in relation to the text in the text-talks and how text content is incorporated, what scaffolding structures emerge, and whether and how the text-talks differ. A secondary aim is to generate theories concerning the potentials and limitations of text-talk as a reading scaffold. Analyses were done in terms of text movability to show reading positions, intertextual cohesion to show relations between source text and text-talk, and scaffolding which includes peer scaffolding, teacher scaffolding and the text-talks as a scaffold per se. A methodological contribution is the development of a model for content-based analyses of authentic text-talks. The results show that in text-talks that work as a scaffold, students take the expected positions toward the text, and the talks are clearly related to the source text, by means of lexical and conjunctive cohesion that is often varied and built-out. For more demanding texts, the students show dynamic text movability and move between exploring contents, subject field and context. Other characteristics are either peer scaffolding showing dialogicity and negotiation of meaning, or teacher scaffolding enabling students to progress and develop tools for text reception. The intervention approaches seem to scaffold reading to a greater extent than text-talks within ordinary instruction where the framing is weak. In conclusion, the results suggest that both student- and teacher-led text-talks may scaffold reading, but they need to be well planned and prepared with a structured framing.

This thesis investigates how various text-talks, i.e. text-focused classroom discussions, may scaffold students’ reading of specialised texts in upper secondary school. The study consists of qualitative case studies based on classroom observations of two teachers’ History instruction, focusing on parts defined as text-talks. An intervention study was conducted where one teacher worked with two text-talk approaches. The research questions regard how students move in relation to the text in the text-talks and how text content is incorporated, what scaffolding structures emerge, and whether and how the text-talks differ. A secondary aim is to generate theories concerning the potentials and limitations of text-talk as a reading scaffold. Analyses were done in terms of text movability to show reading positions, intertextual cohesion to show relations between source text and text-talk, and scaffolding which includes peer scaffolding, teacher scaffolding and the text-talks as a scaffold per se. A methodological contribution is the development of a model for content-based analyses of authentic text-talks. The results show that in text-talks that work as a scaffold, students take the expected positions toward the text, and the talks are clearly related to the source text, by means of lexical and conjunctive cohesion that is often varied and built-out. For more demanding texts, the students show dynamic text movability and move between exploring contents, subject field and context. Other characteristics are either peer scaffolding showing dialogicity and negotiation of meaning, or teacher scaffolding enabling students to progress and develop tools for text reception. The intervention approaches seem to scaffold reading to a greater extent than text-talks within ordinary instruction where the framing is weak. In conclusion, the results suggest that both student- and teacher-led text-talks may scaffold reading, but they need to be well planned and prepared with a structured framing.

The aim of this intervention study is to investigate the use of concept maps as a pedagogical tool to promote discussions around subject-specific concepts in history education. Additionally, the study seeks to explore students' experiences with using concept maps. The intervention study is implemented with fourth-grade pupils.   This study answers the following questions:  ·      In what ways can concept maps facilitate discussions around subject-specific concepts? ·      How do pupils experience the work with concept maps? ·      What is the relationship between the collected material and pupils' experiences? The intervention study employs a Lesson Study approach and incorporates two qualitative methods: observations, group interviews, and analysis of both first and second text-talk sessions between nine pupils in two groups. The study's theoretical framework is based on concept maps, participation, and interaction. Participation has been divided into three different levels based on the collected material to facilitate the analysis. The levels of participation in the study are categorized as follows: at the first level, pupils remain silent and passively attend the conversation, offering no personal input or opinions. Moving to the second level, pupils engage to varying degrees, sometimes affirming others' ideas without expressing their own. Finally, at the third level, pupils actively contribute to the discussion by sharing their own thoughts, expanding on others' ideas, and engaging in reciprocal dialogue. The results showed that integration of concept maps increased the students' understanding and discussion around subject-specific concepts. They could connect different concepts and analyze their relationships, indicating an improvement in their conceptual understanding and knowledge. The pupils' enhanced engagement, supported by positive experiences with concept maps, is further confirmed by discussion observations. This correlation between student experiences and collected material supports the study's credibility.This underscores the significance of concept maps as a pedagogical tool for advancing understanding of subject-specific concepts in history education.