Den här studien syftar till att undersöka läsintresset och faktorer som påverkar läsningen hos elever i årskurs nio på en högstadieskola i Sverige. Studien syftar även till att ta reda på hur lärare vid samma skola arbetar med läsning av skönlitteratur och hur de definierar begreppen läsintresse och läslust. De metoder som använts är en kvantitativ metod med enkäter samt en kvalitativ metod med intervjuer av lärarna. Resultatet visar att majoriteten av eleverna inte tycker om att läsa alls och när de väl läser är det främst material från elektroniska källor så som websidor och bloggar. Alla lärare som intervjuades har märkt av elevernas minskade läsintresse och de arbetar på varierande sätt för att främja sina elevers läsintresse. / This study aims to investigate the interest of reading and which factors that affect reading among students in grade nine in a Swedish school. The study also aims at finding out how teachers at the same school work with the skill of reading. How the teachers define the terms interest of reading and pleasure of reading will also be defined. The methods used are a quantitative method through surveys as well as a qualitative method with interviews of the teachers. The results of the study show that a majority of the students do not enjoy reading at all and when they read their reading is mostly from electronic sources such as websites and blogs. The teachers who were interviewed all have noticed a decrease in the interest of reading among students and they use a variety of methods to increase the interest of reading among their students.

Reading shows itself as a great contemporary educational concerning. And, in this context, school plays an important role, because it s knew that is insufficient teach pupils to read and write, but necessary improves reading practices. Recognized the importance of school in stimulating reading, it s given us to ask for: in what measure does the school contributes to motivate and to form reading pupils? In order to answer such a question, this study goals analyses the physical and pedagogical school conditions that can contribute to the formation of reading pupil. To this, was chosen a qualitative-type research, of ethnographical kind, with the case study approach. To the collect of data was used, as instruments, observation and semistructured interview. Therefore, the corpus of this work is constituted by the register from 14 Portuguese language lessons observed and from interviews to the teacher and pupils from the 3th series at Fundamental Teaching of the morning turn in a public school from Maceio s municipal system. It´s adopted the theoretical support from reading conceptions proposed by Leff (1996a), from reading strategies proposed by Kato (1985) and Kleiman (1989, 2004) and sustained by Silveira (2005) and by motivation for learning theory, with emphasis in Bzuneck (2001) and Guimarães (2001a, 2001b) studies. Collected data allows to establish three analysis axes: 1) the material and physical conditions of the reading room, 2) the Portuguese language lessons and the teacher incentive, and 3) the pupils aptitudes related to reading in school. The data analysis leads to conclude that in the school were the research was made; both the physical conditions and the pedagogical proceedings are not sufficient and adequate to the formation of the reading pupil. / A leitura se revela como uma das grandes preocupações educacionais atuais, e nesse contexto a escola tem importante papel, pois, sabe-se que não é suficiente alfabetizar os alunos, mas também favorecer a prática da leitura. Reconhecida a importância da escola no estímulo à leitura, cabemos perguntar em que medida a escola contribui para motivar e formar alunos leitores? Visando responder a tal questionamento, este estudo objetiva analisar as condições físicas e pedagógicas da escola que podem contribuir para a formação do aluno-leitor. Para isso, optou-se por uma pesquisa do tipo qualitativo, de cunho etnográfico, tendo como abordagem o estudo de caso. Para a coleta de dados utilizou-se como instrumento a observação e a entrevista semi-estruturada. Sendo assim, o corpus desse trabalho é constituído do registro de 14 aulas de Língua Portuguesa observadas e das entrevistas da professora e dos alunos da 3ª série do Ensino Fundamental do turno matutino de uma escola pública da rede municipal de Maceió. Conta-se com o suporte teórico das concepções de leitura proposto por Leffa (1996a), das estratégias de leitura propostas por Kato (1985) e Kleiman (1989, 2004) e defendidas por Silveira (2005) e pela teoria da motivação para aprendizagem, com ênfase nos estudo de Bzuneck (2001) e Guimarães (2001a, 2001b). Os dados coletados permitiram o estabelecimento de três eixos de análise: 1) as condições físicas e materiais da sala de leitura, 2) as aulas de língua portuguesa e o incentivo da professora e 3) as atitudes dos alunos em relação à leitura na escola. A análise dos dados levaram a concluir que, na escola onde a pesquisa foi realizada, tanto as condições físicas quanto os procedimentos pedagógicos não são suficientes e adequados à formação do aluno leitor.

This thesis deals with the process of creating a didactic material for students of the Year 7 in Czech secondary school. The thesis studies factors influencing the selection of titles and individual extracts of texts for students. It also focuses on creating tasks related to the texts. This process and its results is the outcome of the analysis of effective pedagogical documents and the number of selected readers. The aim of this thesis is to create a set of worksheets for students to help them study literature and develop their reading skills. Moreover, the worksheets should motivate students to read contemporary Czech literature for children even when out of the school. The final part of the thesis comments on each worksheet, focusing on the process of selecting individual extracts and providing possible ways of using this didactic material in lessons of literature. Key words Czech language and literature, worksheets, readers, didactic tools, contemporary Czech literature for children, teaching literature, secondary school, motivation to read

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