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Abstract The purpose of the 6-week qualitative study was to explore how Grade 1 children responded to five picturebooks by Anthony Browne during interactive read-alouds. The 13 participants and the other non-participants were organized into four mixed gender and mixed reading-ability groups. Data included transcripts from 20 small group read-aloud sessions and field notes that documented additional student affective responses to the texts. Other data included the children’s drawings that were completed after each picturebook small group read-aloud session, as well as transcripts of the students’ individual interviews about their artistic responses. Coding of student conversation turns during the read-aloud sessions revealed the identification of six categories of statements. These six categories were then applied to the students’ individual interview data to facilitate comparison between the two settings. The artwork and interviews of three students were analyzed as three individual cases and represented a sample of student readers of differing abilities. Data analysis of the read-aloud session transcripts revealed that labeling statements accounted for approximately one-third of all student comments. The remaining students’ statements were categorized as following: approximately one-quarter were character description, one-fifth were ‘other,’ (i.e. indecipherable statements and/or off-topic comments), approximately one-tenth were character feeling, less than one-tenth were autobiographical, and a small amount were intertextual in nature. The comparison of the three focus children’s individual interviews to their small group conversations revealed that the children generated a greater number of autobiographical statements during the individual interviews about their art. Implications for research and pedagogy included teaching and conducting research about visual literacy that involves pre- and post-treatment study, and examining children’s conversations about characters in picturebooks by numerous authors. / Graduate

The purpose of this study is to investigate how a selected group of educators work with and experience the use of audiobooks and read-alouds at preschool. The study is focused on how educators reflect about and work with audiobooks and read-alouds and whether there has been any change in the use of audiobooks at preschool, with the increasing popularity of audiobooks in society. The study rests on interviews conducted with a total of four educators from two preschools. The results show that the educators believe that read-alouds are an important part of children's language development, while audiobooks are seen as a complement to the read-alouds. The result also shows that audiobooks are rarely or never used in the preschool activities while read-alouds are taking into practice at least once a day, often more. / Syftet med studien är att undersöka en utvald grupp pedagogers arbete och erfarenheter av ljudböcker respektive högläsning på förskolan. Undersökningen fokuserar på hur pedagoger tänker och arbetar med ljudböcker respektive högläsning samt om det skett någon förändring i användandet av ljudböcker på förskolan i och med ljudböckernas ökande popularitet i samhället. Studien vilar på intervjuer som genomförts med totalt fyra pedagoger från två förskolor. Resultatet visar att pedagogerna anser att högläsning är en viktig del av barns språkutveckling medan ljudböcker ses som ett komplement till högläsningen. Resultatet visar även att ljudböcker sällan eller aldrig används i verksamheten medan högläsning sker minst en gång per dag, ofta mer.

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Uppsatsen analyserar två barnböcker, varav en bilderbok Azzis flykt (2016) skriven av Sara Garland och en kapitelbok Flykten från Kabul (2016) skriven av Naheed Hasnat Senzai. Syftet med uppsatsen är att ta reda på hur flykt från krig gestaltas i två skönlitterära böcker samt hur lärare kan arbeta i klassrummet för att prata om och uppmärksamma eleverna om krig och flykt som är aktuella idag. Uppsatsen är en textanalys av böckerna Azzis flykt (2016) och Flykten från Kabul (2016) och en intervju med tre erfarna lärare på temat krig och flykt. Analysen visar att de intervjuade lärarna arbetar med temat främst när det har varit ett aktuellt ämne i medier. Lärarna tillämpar varierande verktyg i undervisningen, främst med hjälp av skönlitterära verk såsom bilderböcker och kapitelböcker. Illustrationerna i bilderböckerna har varit till hjälp för lärarna, speciellt när det uppstått hinder i kommunikationen med nyanlända elever. Analysen har även visat att elevers egna erfarenheter och upplevelser inkluderas och får komma till uttryck i klassrummet när temat flykt och krig tagits upp i undervisningen. Azzis flykt (2016) och Flykten från Kabul (2016) kan användas i undervisningen för att öka elevernas förståelse för flykt från krig. Genom boksamtal och högläsning kan empatin för människor som befinner sig på flykt främjas hos eleverna.

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The aim of this study was to examine how a group of teachers in the same primary school work with fiction read-alouds in the Swedish teaching. The collected material was analysed by using Langer’s (2005) theory about imagination worlds. Two questions were then formulated to answer the purpose of the study: How do the teachers plan their fiction read-alouds in Swedish teaching? and How do the teachers describe the implementation of their read-alouds? The result shows that all of the teachers plan their fiction read-alouds with different types of preparation. This preparation includes: choosing the right book, which the teachers claim is dependent on several factors such as the students’ knowledge level or interests; reading the book before the read-aloud; and introducing the book in an interesting way during the read-aloud, which creates a pre-understanding of the content. Lastly, the teachers revealed that a large part of their planning work consists of creating post-reading tasks which are primarily aimed at developing students’ writing. The result also shows that the teachers have distinct rules for the implementation of their read-alouds. These rules help the teachers create favourable conditions for engaging students in the world of fiction. During read-alouds, the teachers embody the text through the use of their voices and body language. The importance of conversation during the read-aloud, with the primary purpose of helping students understand the content of the story, was also emphasized. The teachers also claim that conversation also gives their students a chance to think out loud and to reflect on the reading, thus gaining the opportunity to share each other’s thoughts.

The purpose of this study was to investigate the effects of a modified system of least intrusive prompts on text-dependent listening comprehension for four middle-school-aged students with intellectual disability and autism during read-alouds of adapted grade-level biographies. A system of least intrusive prompts was modified by inserting a rule for answering questions and an opportunity to hear sections of the biography again. The procedure was evaluated via a multiple probe design across students. Outcomes indicate that all students improved listening comprehension after intervention and all students maintained high levels of correct responding 2 weeks after intervention. In addition, three students generalized skills to new biographies. The need for future research and implications for practice are discussed.

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