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11	Möte med olika texttyper : En studie om hur sådana möten kan te sig i förskoleklass till årskurs 3 / Meeting with different text types : A study on how such meetings may appear in preschool to grade 3 Landsjö, Christina January 2016 (has links) Sammanfattning Tidigare forskning visar att elever i de yngre åren i huvudsak möter skönlitterära texter och att detta kan innebära svårigheter för dem i klass 4 då de förväntas förstå olika texttyper. Denna studie undersöker vilka texttyper elever i förskoleklass till årskurs 3 får möta på två olika skolor i två skilda kommuner och om lärarna anser att det kan påverka elevers läsförståelse och läsintresse. Undersökningen gjordes genom kvalitativa intervjuer med verksamma lärare och baseras på en lärandesyn utifrån ett sociokulturellt perspektiv och begreppet literacy. Resultatet visar att de yngre barnen på de två deltagande skolorna till stor del får möta olika texttyper och att lärarna anser att det främjar både läsförståelse och läsintresse. / Abstract Previous research show that students in the younger years mainly meets fictional text types and that this may cause difficulties for them in 4th-grade when they are expected to understand different kinds of text. This study examines which types of text students in preschool to grade three meet at two different schools in two separate municipalities, and if teachers believe that it can affect students reading comprehension and interest in reading. The survey was conducted through qualitative interviews with practicing teachers and is based on a learning approach from a sociocultural perspective and the literacy concept. The result show that the younger children at the two participating schools for the most part get to meet different types of texts and that the teachers considers it promotes both reading comprehension and interest in reading. Different types of text reading comprehension interest in reading read and write teaching preschool to grade 3 Olika texttyper läsförståelse läsintresse läs- och skrivundervisning F-3
12	En gnutta läslust : Fyra lärare och deras arbetssätt för att främja de yngsta skolelevernas läslust Bohlin, Jenny January 2015 (has links) This project investigates how four teachers work to encourage their pupils’ love of reading. The study was conducted with the focus on teachers working in grades 1–3. The teacher’s view of their own role in furthering love of reading is also considered.It is hoped that other teachers will gain inspiration and ideas about how to work to motivate their pupils to read.To ascertain the four teachers’ opinions and thoughts I conducted qualitative interviews which I then analysed with the help of sentence concentration.The study shows that the teachers work in similar ways, but what they all have in common is that they further love of reading through methods that include conversation and communication with classmates and teacher. It has also been found that the teachers think that the responsibility for encouraging children’s lies not just with the teacher but also in the children’s home. Love of reading interest in reading motivation pupils teachers reading aloud book conversations literature conversations Läslust läsintresse motivation elever lärare högläsning boksamtal litteratursamtal
13	Elevers läsvanor : En kvalitativ studie av fyra fordonselevers läsvanor / Pupils’ Reading Habits: A Qualitative Study on the Reading Habits of Four Pupils in the Motor Vehicle Program Gustafsson, Frans January 2016 (has links) The following study was conducted at an upper secondary school in Sweden and attempts to explore the question of what influences male pupils’ reading habits. Many quantitative international studies, including PISA, PIRLS and IEA Reading Literacy, have sought to answer this question, but only partially succeeded due to the limitations of their methods. Therefore, this study seeks to explore this question in more depth using qualitative methods, including interviews and classroom observations, but also minor tests. Two facts which the previously mentioned international studies have found is that boys and particularly immigrant boys tend to have worse reading results than their counterparts. It is therefore the aim of this study to study four male students in upper secondary school; of which two are native Swedes and the other two are unaccompanied refugee children; one from Afghanistan and the other from Morocco. The findings of this study are as follows. Firstly, necessity was found to be the single most important factor for the reading habits of these four pupils; especially the two refugees. Both refugees learnt to read under harsh circumstances in madrassas in their respective home countries. Moreover, the Moroccan pupil learnt to speak and read Spanish fluently during his seven years as a homeless child. Furthermore, in the absence of necessity, interest was found to be decisive in determining the pupils’ reading habits. In addition to this, the study theorizes that an interest in reading generally arises before the ability to read and not vice versa. However, teachers can in fact affect their pupils’ reading habits even in upper secondary school. Reading habits interest in reading reading proficiency reading development path of least resistance self-efficacy the peer effect the Matthew effect operant conditioning the zone of proximal development the social cognitive theory the theory of cognitive development word decoding unaccompanied refugee children Läsvanor läsintresse läsförmåga läsutveckling minsta motståndets lag självförmåga kamrateffekten Matteus-effekten operant betingning proximalzonsteorin den sociokognitiva teorin den kognitiva utvecklingsteorin ordavkodning ensamkommande flyktingbarn fordonsprogrammet och gymnasium.

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