The aim of this study is to investigate four teachers’ ideas and experiences of Information and Computer Technologies (ICT) in the early years of learning to read in the lower grades of school. This is done with the aid of qualitative interviews. The results of the interviews are then discussed on the basis of Vygotsky’s sociocultural theory. The informants work in three different municipalities in southern Sweden. The study presents research that is both positive and negative to the use of computers or tablets instead of pen and paper in the teaching of writing. The study also aims to elucidate the informants’ perception of advantages and disadvantages of ICT in teaching. The result shows that the informants have a positive view of ICT as a complement in their teaching. The informants, however, are limited by external factors such as access to technical tools and Internet connections, which causes frustration and has the effect that they get relatively little actual experience of it. The teacher’s technical competence and the age of the pupils also affect the working methods and the pupils’ assignments. / Syftet med den här studien är att undersöka fyra lärares föreställningar om och erfarenheter av IKT i den tidiga läsinlärningen, för skolans yngre årskurser. Detta görs med hjälp av kvalitativa intervjuer. Resultatet från intervjuerna diskuteras sedan utifrån Vygotskijs sociokulturella teori. Informanterna arbetar i tre olika kommuner i södra Sverige. I studien presenteras forskning som är både positiv och negativ till att använda dator eller surfplatta istället för penna och papper i skrivundervisningen. Studien syftar även till att belysa informanternas upplevda för- och nackdelar med IKT i undervisningen. Resultatet visar att informanterna är positivt inställda till IKT som ett komplement i undervisningen. Informanterna begränsas dock av yttre faktorer som tillgång på tekniska verktyg och internetuppkoppling, vilket dels skapar frustrationer, dels leder till att deras erfarenheter är förhållandevis få. Även lärarens tekniska kompetens och elevernas ålder påverkar arbetssätt och uppgifter.

Made available in DSpace on 2016-04-28T20:58:05Z (GMT). No. of bitstreams: 1 Carla Luciana Pereira de Almeida.pdf: 599597 bytes, checksum: 68666d0d6590707bc8ed58d58d81cbdb (MD5) Previous issue date: 2009-10-15 / Secretaria da Educação do Estado de São Paulo / Whereas the competence reader as the primary tool for accessing and processing information into knowledge and given its importance in the development of learning, this study was conducted with the purpose to evidence obtained results in three interviews with three teachers, from 4th grade the Elementary School I, a public school of the city of São Paulo, identify, describe, analyze and understand the strategies used for reading, and we discuss them in front of the interactive view of reading. Also, we tried to clarify how the process of information occurs, according to the reference of Cognitive Psychology, to a significant learning that can be received by the use of reading strategies. As a result, it was possible to know the practices of reading development, and we noted that the involved teachers don t have knowledge of the cognitive aspects involved in the act of reading and, therefore, there isn t systematic way of using the strategies of before, during and after of reading. The activities of reading, in turn, are based on a conception of learning that prioritizes the decoding, no, so the interaction necessary for the construction of understanding, resulting in learning to read mechanically, devoid of meaning and significance. Because this practice doesn t promote the necessary interaction between the learner's prior knowledge and what he still doesn t know, it makes the processing of information and understanding disadvantage. We hope this study may contribute to the reflection of the practices of reading comprehension, allowing to understood like the object of teaching and learning, and thus be aware of the widespread use of reading strategies in all curriculum components / Considerando a competência leitora como principal ferramenta de acesso e transformação de informações em conhecimento e dada a sua relevância no desenvolvimento da aprendizagem, foi realizado este estudo com o objetivo de, a partir do depoimento obtido em três entrevistas, com três professoras, de 4ª série do Ensino Fundamental I, de uma escola pública da rede estadual de ensino da cidade de São Paulo, identificar, explicitar, analisar e compreender as estratégias de leitura utilizadas, discutindo-as à luz da perspectiva interativa de leitura. Outrossim, busca-se esclarecer como ocorre o processamento das informações, segundo o referencial da Psicologia Cognitiva, objetivando uma aprendizagem significativa, que poderá se beneficiar com o uso das estratégias de leitura. Como resultado, foi possível conhecer as práticas de leitura desenvolvidas, bem como verificar que as professoras participantes não possuem conhecimento dos aspectos cognitivos envolvidos no ato de ler e, por essa razão, não utilizam de forma sistematizada, as estratégias do antes, durante e depois da leitura. As atividades de leitura, por sua vez, são fundamentadas em uma concepção de aprendizagem que prioriza a decodificação, não havendo, portanto, a interação necessária para a construção da compreensão, tendo como resultado uma aprendizagem de leitura mecânica, desprovida de sentido e significado. Em razão dessa prática, não promover a interação necessária entre os conhecimentos prévios do educando e o que ele ainda não conhece, a mesma dificulta o processamento da informação e desfavorece a compreensão. Espera-se que este estudo possa contribuir para a reflexão das práticas de compreensão leitora, permitindo que esta seja entendida como objeto de ensino e de aprendizagem, e, assim, seja difundido o conhecimento do uso das estratégias de leitura em todos os componentes curriculares

The problem in an elementary school in Southern Texas was poor reading performance on grade level and progress monitoring tests for students with disabilities (SWDs). SWDs may learn to read proficiently when reading instruction is provided using the support facilitation model (SFM) that features a special educator who helps SWDs in literacy or mathematics in inclusion settings. The purpose of this bounded qualitative case study was to explore the perspectives of special and general education teachers about SFM. The universal design for learning framework, used to plan lessons based on how students learn, guided this study. The research questions focused on teachers' perspectives of SFM and its application. A purposeful sample of 2 special and 4 general education teachers, who taught SWDs using SFM in reading, volunteered and participated in semistructured interviews and classroom observations. The data were analyzed thematically using open, axial, and descriptive coding strategies. Participants supported inclusive education and voiced the need to understand their roles and responsibilities, and for a collaborative planning time to implement SFM. Findings indicated that SWDs learn to read best when they receive support through comprehension strategies and inclusion practices using SFM. Based on the findings, a 3-day training was designed to enhance teachers' knowledge of SFM, inclusion practices, comprehension strategies, and collaborative planning to support SWDs in reading. These endeavors may contribute to positive social change when administrators provide training for general and special educators to increase teachers' SFM knowledge and to apply collaborative planning, comprehension strategies, and inclusion practices, that may result in SWDs' improved reading performance.

In a suburban alternative school, educators of at-risk students reading below grade level often struggled to provide effective reading instruction. As a result, these students were likely to continue to experience academic difficulties, which could limit their career options and their opportunities to contribute to the betterment of society. This study addressed the gap between reading strategies teachers actually used in the classroom and the reading strategies they learned during professional development. The research questions focused on the instructional challenges teachers experienced while working with struggling readers in an alternative school setting. Mastery learning theory and the adult adragogical theory were used in this case study to explore experiences of 6 teachers concerning the use of reading strategies in an alternative middle school setting. Data were collected with interviews, observations, and from archival work samples. Findings revealed that for teachers serving in an alternative school setting, there was a need for additional strategy-related support for struggling readers, collaborative professional development with a focus on literacy, and teacher acquisition of vocabulary and comprehension strategies. The resulted project consists of a data-driven professional development program designed to help instructors teach reading strategies to assist struggling student readers. This project contributes to positive social change through a targeted implementation of instructional literacy practices that teachers in all content areas can use to help struggling readers in an alternative school settings to experience greater academic success.

This project study addressed the lack of inclusion of discipline literacy pedagogy in secondary classrooms in a rural school district in eastern North Carolina. Discipline literacy practices are recommended in the Common Core Standards for History/Social Studies, Science, and Technical Subjects. The district had implemented content area reading strategies across content areas, yet no significant progress in secondary students' reading abilities had been demonstrated in statewide or national assessments. The conceptual framework that drove this study was disciplinary literacy, founded by the literacy research of Shanahan, Shanahan, and Zygouris-Coe. Within a qualitative case study method, this investigation of 8 secondary science teachers' experiences teaching literacy during content instruction focused on practices of embedding science-specific reading strategies into lessons and factors that influence teachers' decisions to participate in professional development to advance their learning of discipline-specific literacy methods. Data were collected and triangulated using a focus group and 8 individual interviews. Data from both methods were analyzed into codes and categories that developed into emergent themes. Findings from the focus group and individual interviews revealed that the science teachers possessed limited knowledge of science-specific reading strategies; used random, general literacy practices; and had completed inadequate professional development on science-related topics. Positive change may occur if district leaders support teachers in expanding their knowledge and application of discipline literacy strategies through participation in discipline literacy-focused professional development. The study may provide educators and researchers a deeper understanding of disciplinary literacy and increase research on the topic.

This project study addressed the lack of inclusion of discipline literacy pedagogy in secondary classrooms in a rural school district in eastern North Carolina. Discipline literacy practices are recommended in the Common Core Standards for History/Social Studies, Science, and Technical Subjects. The district had implemented content area reading strategies across content areas, yet no significant progress in secondary students' reading abilities had been demonstrated in statewide or national assessments. The conceptual framework that drove this study was disciplinary literacy, founded by the literacy research of Shanahan, Shanahan, and Zygouris-Coe. Within a qualitative case study method, this investigation of 8 secondary science teachers' experiences teaching literacy during content instruction focused on practices of embedding science-specific reading strategies into lessons and factors that influence teachers' decisions to participate in professional development to advance their learning of discipline-specific literacy methods. Data were collected and triangulated using a focus group and 8 individual interviews. Data from both methods were analyzed into codes and categories that developed into emergent themes. Findings from the focus group and individual interviews revealed that the science teachers possessed limited knowledge of science-specific reading strategies; used random, general literacy practices; and had completed inadequate professional development on science-related topics. Positive change may occur if district leaders support teachers in expanding their knowledge and application of discipline literacy strategies through participation in discipline literacy-focused professional development. The study may provide educators and researchers a deeper understanding of disciplinary literacy and increase research on the topic.

La lecture numérique prend de plus en plus de place dans l'espace global de la lecture des étudiants. Bien que les premiers systèmes de lecture numérique, communément appelés livres électroniques, datent déjà de plusieurs années, les opinions quant à leur potentiel divergent encore. Une variété de contenus universitaires numériques s’offre aujourd’hui aux étudiants, entraînant par le fait même une multiplication d'usages ainsi qu'une variété de modes de lecture. Les systèmes de lecture numérique font maintenant partie intégrante de l’environnement électronique auquel les étudiants ont accès et méritent d’être étudiés plus en profondeur. Maintes expérimentations ont été menées dans des bibliothèques publiques et dans des bibliothèques universitaires sur les livres électroniques. Des recherches ont été conduites sur leur utilisabilité et sur le degré de satisfaction des lecteurs dans le but d’en améliorer le design. Cependant, très peu d’études ont porté sur les pratiques de lecture proprement dites des universitaires (notamment les étudiants) et sur leurs perceptions de ces nouveaux systèmes de lecture. Notre recherche s’intéresse à ces aspects en étudiant deux systèmes de lecture numérique, une Tablet PC (dispositif nomade) et un système de livres-Web, NetLibrary (interface de lecture intégrée à un navigateur Web). Notre recherche étudie les pratiques de lecture des étudiants sur ces systèmes de lecture numérique. Elle est guidée par trois questions de recherche qui s’articulent autour (1) des stratégies de lecture employées par des étudiants (avant, pendant et après la lecture), (2) des éléments du système de lecture qui influencent (positivement ou négativement) le processus de lecture et (3) des perceptions des étudiants vis-à-vis la technologie du livre électronique et son apport à leur travail universitaire. Pour mener cette recherche, une approche méthodologique mixte a été retenue, utilisant trois modes de collecte de données : un questionnaire, des entrevues semi-structurées avec les étudiants ayant utilisé l’un ou l’autre des systèmes étudiés, et le prélèvement des traces de lecture laissées par les étudiants dans les systèmes, après usage. Les répondants (n=46) étaient des étudiants de l’Université de Montréal, provenant de trois départements (Bibliothéconomie & sciences de l’information, Communication et Linguistique & traduction). Près de la moitié d’entre eux (n=21) ont été interviewés. Parallèlement, les traces de lecture laissées dans les systèmes de lecture par les étudiants (annotations, surlignages, etc.) ont été prélevées et analysées. Les données des entrevues et des réponses aux questions ouvertes du questionnaire ont fait l'objet d'une analyse de contenu et un traitement statistique a été réservé aux données des questions fermées du questionnaire et des traces de lecture. Les résultats obtenus montrent que, d’une façon générale, l’objectif de lecture, la nouveauté du contenu, les habitudes de lecture de l’étudiant de même que les possibilités du système de lecture sont les éléments qui orientent le choix et l’application des stratégies de lecture. Des aides et des obstacles à la lecture ont été identifiés pour chacun des systèmes de lecture étudiés. Les aides consistent en la présence de certains éléments de la métaphore du livre papier dans le système de lecture numérique (notion de page délimitée, pagination, etc.), le dictionnaire intégré au système, et le fait que les systèmes de lecture étudiés facilitent la lecture en diagonale. Pour les obstacles, l’instrumentation de la lecture a rendu l’appropriation du texte par le lecteur difficile. De plus, la lecture numérique (donc « sur écran ») a entraîné un manque de concentration et une fatigue visuelle notamment avec NetLibrary. La Tablet PC, tout comme NetLibrary, a été perçue comme facile à utiliser mais pas toujours confortable, l’inconfort étant davantage manifeste dans NetLibrary. Les étudiants considèrent les deux systèmes de lecture comme des outils pratiques pour le travail universitaire, mais pour des raisons différentes, spécifiques à chaque système. L’évaluation globale de l’expérience de lecture numérique des répondants s’est avérée, dans l’ensemble, positive pour la Tablet PC et plutôt mitigée pour NetLibrary. Cette recherche contribue à enrichir les connaissances sur (1) la lecture numérique, notamment celle du lectorat universitaire étudiant, et (2) l’impact d’un système de lecture sur l’efficacité de la lecture, sur les lecteurs, sur l’atteinte de l’objectif de lecture, et sur les stratégies de lecture utilisées. Outre les limites de l’étude, des pistes pour des recherches futures sont présentées. / Electronic reading is taking an increasing place in the total reading space of students. Although the first e-reading systems, commonly called electronic books or ebooks, have been existing for several years, opinions about their potential still diverge. A great variety of electronic scholarly content is now offered to students, and this involves a multiplication of uses as well as a variety of reading modes. E-reading systems are now an integral part of the electronic environment to which students have access and need to be studied in greater depth. Many experiments have been conducted in public libraries and academic libraries on electronic books. Research was undertaken on their usability and the degree of readers’ satisfaction in order to improve their design. However, few studies have tackled the reading practices of scholars (in particular students) and their perceptions of these new reading systems. Our research focuses on these aspects by studying two different e-reading systems, the Tablet PC (portable device) and a Web-books system, NetLibrary (reading interface integrated into a Web navigator). Our research investigates the reading practices of students on electronic books. It is guided by three research questions : (1) students’ reading strategies (before, during and after reading), (2) elements of the e-reading system which influence (positively or negatively) the reading process, and (3) students’ perceptions of the electronic book technology and its potential contribution to their scholarly work. For this research, a mixed-method approach was chosen, using three modes of data collection : a questionnaire, semi-structured interviews with students having used one e-reading system, and the capture of reading traces (annotations, highlights, etc.) left by students in the systems, after use. Respondents in our study (n=46) were students at the Université de Montréal, from three departments (Library & information sciences, Communications and Linguistics & translation). About half of them (n=21) were interviewed. Furthermore, reading traces left by students in the e-reading systems were analysed. Data from interviews and answers to open questions of the questionnaire were subjected to content analysis, while data from the closed questions of the questionnaire were summarized statistically. Our results show that, generally, the reading goal, the type and structure of the text, student’s reading practices and functionalities of the e-reading system are the elements which determine and orient the choice and use of reading strategies. Helps and barriers for the reading process were identified for each of the two e-reading systems under study. Help mostly consists in elements of the paper book metaphor in the electronic reading environment (delimited page, pagination, etc.), the integrated dictionary, and the fact that ereading systems facilitate text skimming. As for the barriers, reading instrumentation seems to affect text appropriation by the reader. Moreover, the electronic reading (eg. « on screen ») involved lack of concentration and visual tiredness, particularly with NetLibrary. Both the Tablet PC and NetLibrary were considered easy to use, although not always comfortable, discomfort with NetLibrary being more manifest. Students believe that the two e-reading systems are practical tools for their academic work, although for various reasons, specific to each reading system. Overall evaluation of the e-reading experience by respondents was judged positive for the Tablet PC, and somewhat mitigated for NetLibrary. This research contributes to the knowledge on : (1) electronic reading, in particular that of student readers, and (2) the impact of a reading system on reading effectiveness, on readers, on the achievement of a reading goal, and on reading strategies used. In addition to the limits of this study, suggestions for future research are presented.

Thesis (MA (English))--University of Stellenbosch, 2009. / ENGLISH ABSTRACT: In its conversations with four texts by J.M. Coetzee – Age of Iron (1990), Life & Times of Michael K (1983), Elizabeth Costello: Eight Lessons (2003) as well as the critical essays published in Doubling the Point, “The Poetics of Reciprocity” (1992) – this thesis will demonstrate the manner in which the singularities of each of these texts prompt, expand and challenge the framework that sustains its reading of Coetzee’s fiction. Whereas some critical methodologies seek to eliminate the characteristic indeterminacy of Coetzee’s fiction, imprisoning his novels in a contextual cage, this thesis demonstrates an allegiance to the primacy of the literary text together with a concern with the ethics of reading. The thesis proposes – in both content and form – an inductive ‘style of reading’ concerned with the continuous modification of its own strategies according to the ‘internal logics of the text’. I first encountered the term, ‘confinement’, in relation to Coetzee in an unpublished conference paper by Lucy Graham, “‘It is hard to keep out of the camps’: Areas of confinement in the fiction of J.M. Coetzee”. Graham’s paper focuses on the different camps, the ‘different circles of hell’, in Life & Times of Michael K especially, mentioning that ‘images of the camp resonate throughout Coetzee’s most recent fiction’. Although this thesis considers a variety of concrete and conceptual camps as well, it rather places predominant emphasis on the relationship between reader and literary text, which is examined in terms of two forms of delimitation, confinement and containment. This study identifies its style of reading as a ‘containment’ rather than a ‘confinement’. The term is intended to evoke an adaptable, constructive delineation of Coetzee’s fiction that involves a reciprocal relationship between reader and/or critic and text. As the thesis’s primary conceptual tool, one that I will argue is both solicited and thematised in Coetzee’s fiction, containment refers not only to a style of reading, but also to any reciprocal relationship, any mutual exchange. It applies to the relationship between genres (realism and metafiction) and ‘reality’ in Age of Iron; between text and reader in Life & Times of Michael K; between self and other in Elizabeth Costello; and between text and critic in “The Poetics of Reciprocity”. The notion of containment accepts the critical challenge posed by Coetzee’s fiction to engage with what Derek Attridge would call each ‘singular event’ or ‘act of literature’ on its own terms. / AFRIKAANSE OPSOMMING: In die tesis se gesprek met vier tekste deur J.M. Coetzee – Age of Iron (1990), Life and Times of Michael K (1983), Elizabeth Costello: Eight Lessons (2003) asook die kritiese tekste wat in Doubling the Point, “The Poetics of Reciprocity” (1992) gepubliseer is – sal dit toon hoe die sonderlinghede van elk van hierdie tekste die raamwerk wat my interpretasie van Coetzee se fiksie ondersteun, uitbrei en uitdaag. Waar sekere kritiese metodologieë probeer om die kenmerkende onbepaaldheid van Coetzee se fiksie te elimineer en sy romans in ’n konstekstuele hok te beperk, demonstreer hierdie tesis ’n getrouheid aan die voorrang wat die literêre teks moet geniet, insluitend ’n gemoeidheid met die etiek van lees. Die tesis stel, ten opsigte van sowel inhoud as vorm, ’n induktiewe ‘leesstyl’ voor wat gemoeid is met die deurentydse aanpassing van sy eie strategieë volgens ‘die interne logikas van die teks’. Ek het die term ‘beperking’ vir die eerste keer teëgekom in ’n ongepubliseerde referaat deur Lucy Graham, “‘It is hard to keep out of the camps’: Areas of confinement in the fiction of J.M. Coetzee”. Hierdie voordrag fokus op die onderskeie kampe in spesifiek Life & Times of Michael K. Graham wys daarop dat ‘die kamp-beeld in resente Coetzee-werke resoneer’. Alhoewel hierdie tesis ook variante van konkrete en konsepsuele kampe bekyk, gaan dit verder om by voorkeur die klem te laat val op die verhouding tussen leser en literêre teks. Dit word ondersoek in terme van twee vorme van afbakening en ontperking, naamlik beperking en inperking. Hierdie studie definieer sy eie leesstyl as ‘inperking’, in teenstelling tot ‘beperking’. Die bedoeling met die term is om `n aanpasbare, konstruktiewe afbakening van Coetzee se fiksie te ontlok wat ’n wedersydse verhouding tussen leser en/of kritikus en teks behels. As die tesis se primêre konsepsuele instrument, waarvan ek sal aanvoer dat dit in Coetzee se fiksie aangevra en getematiseer word, verwys ‘inperking’ nie net na leesstyl nie, maar ook na enige wederkerige verhouding, enige wedersydse uitruiling. Dit geld vir die verhouding tussen genres (realisme en metafiksie) en realiteit in Age of Iron; tussen teks en leser in Life and Times of Michael K; tussen die self en die ander in Elizabeth Costello; en tussen teks en kritikus in “The Poetics of Reciprocity”. Die begrip ‘inperking’ aanvaar die kritiese uitdaging wat deur Coetzee se fiksie gestel word om wat Derek Attridge elke ‘sonderlinge geleentheid’ of ‘literatuurdaad’ sou noem, op sy eie terme te benader.

Submitted by Denize Lourenço (biblicfp@cfp.ufcg.edu.br) on 2017-12-27T14:56:11Z No. of bitstreams: 1 KÁTIA SORAYA TEIXEIRA CÉZAR-DISSERTAÇÃO-PROFLETRAS-2016.pdf: 4114315 bytes, checksum: f4d5e3c6e953aa84f688305b62bfa6e6 (MD5) / Made available in DSpace on 2017-12-27T14:56:11Z (GMT). No. of bitstreams: 1 KÁTIA SORAYA TEIXEIRA CÉZAR-DISSERTAÇÃO-PROFLETRAS-2016.pdf: 4114315 bytes, checksum: f4d5e3c6e953aa84f688305b62bfa6e6 (MD5) Previous issue date: 2015-08-30 / A presente pesquisa, de natureza exploratória, descritiva e aplicada, teve como principal objetivo observar e avaliar a competência leitora dos alunos do Ensino Médio do Colégio da Polícia Militar Alfredo Viana. A partir das concepções de leituras que orientam os professores, buscamos concepções teórico-práticas no ensino da leitura. Para efetivarmos este propósito, trabalhamos com as teorias da Linguística Textual (LT), Teoria da Enunciação e Análise do Discurso (AD) como subsídios para o professor conhecê-las e a partir de então, elaborarmos estratégias de leituras distintas, em especial, dos romances. Nossa meta foi apresentar leitura como prática sócio interacionista, dialógica, histórica, cultural e social e que representa um processo lento e que depreende tempo para finalidade última, que seja uma prática do conhecimento intelectual e autoria. Para tanto nos respaldamos nos trabalhos de ORLANDI (1978,2012), KOCH (2011.2012,2013), KLEIMAN (2011,2012,2013), TFOUNI (2010), CORACINI (2005), INDURSKY (2010), YUNES (2005), MARCUSCHI (2010), entre tantos outros que nos inspiraram no papel do leitor ativo, de natureza interativa por meio da mobilização dos sentidos do texto, do diálogo e de interdiscursos que perpassam o texto e constitui o processo de leitura. As estratégias de leitura iniciaram-se em sala de aula, com atividades e oficinas denominados espetáculos da leitura, seminários, teatro, esquetes e curtas metragens. Desta forma conduzimos nossos alunos à escrita com finalidade de produção de teatro e cinema, no qual os alunos elaboram os roteiros a partir dos romances para atuarem. Avaliando a situação inicial e final das turmas sob orientação dos professores embasados nas teorias, consideramos que as proposições contribuíram para práticas de leituras como uma atividade social e interacional, com vistas a superação de práticas de leituras insuficientes no contexto escolar, visto que houve avanço com um bom percentual de leitores/alunos. / This research, exploratory, descriptive and applied, aimed to observe and evaluate the reading competence of students of the Police College High School Military Alfredo Viana. From the conceptions of readings that guide teachers, we seek theoretical and practical concepts in reading instruction. Efetivarmos for this purpose, we work with theories of linguistics Textual (LT), Theory of Enunciation and Discourse Analysis (AD) as subsidies for the teacher to know them and from then on, elaborate strategies of different readings, in particular the novels. Our goal was to present reading as a practice partner interactional, dialogical, historical, cultural and social, and that is a slow process and that appears from time to ultimate goal, which is a practice of intellectual authorship and knowledge. For both we support the work of ORLANDI (1978.2012), KOCH (2011.2012,2013), KLEIMAN (2011,2012,2013), TFOUNI (2010), Coracini (2005), Indursky (2010), YUNES (2005) Marcuschi (2010), among many others that inspired us in the role of active player, interactive nature through the mobilization of the text directions, dialogue and interdiscursos that underlie the text and is the reading process. The reading strategies started in the classroom with activities and workshops called reading shows, seminars, theater, skits and short films. In this way we conduct our students with the written purpose of theater and film production, in which students draw up roadmaps from novels to act. Assessing the initial situation and end of classes under the guidance of teachers grounded in theories, we believe that the proposals contributed to reading practices as a social and interactional activity with a view to overcoming practices of insufficient readings in the school context, since there has been progress with a good percentage of readers / students.

Detta examensarbete handlar om lärares syn på lässtrategiundervisning. Då mina egna erfarenheter inom skolans årskurs 1–3 vittnar om att läsfixarna används som metod trots att det inte finns forskning som stödjer metoden, har intresset legat i att undersöka lärares syn på läsfixarna som metod. Ett hett ämne inom skoldebatten har länge varit svenska elevers sjunkande resultat i läsförståelse enligt kunskapsmätningar som PISA. Detta menar Barbro Westlund, lektor i läs- och skrivutveckling och deltagare i flera forskningsprojekt, beror på bristande förmåga att plocka fram de rätta strategierna i mötet med olika texttyper. Westlund betonar vikten av att undervisa om lässtrategier ämnesspecifikt vilket ökade mitt intresse av att även undersöka hur lärare använder läsfixarna i samhälls- och naturorienterande ämnen. Undersökningen bygger på sju intervjuer av verksamma lärare i årskurs 1–3 samt en observation av ett lektionstillfälle. Resultatet visar en positiv syn på läsfixarna som metod som går att knyta till tidigare forskning. Resultatet har även visat på att metoden till största del används i svenskämnet, men att det på flera sätt går att använda strategierna ämnesspecifikt. Den positiva synen på läsfixarna som metod väcker nya frågeställningar om varför det saknas vetenskapliga bevis på att metoden är effektiv för läsförståelseutveckling. Det här är dock något som öppnar nya dörrar för vidare undersökningar i bredare omfattning på huruvida läsfixarna som metod hjälper läsaren att utveckla läsförståelse eller inte. / This master thesis is about the teachers view of reading strategy teaching. As my own experiences within the school grades 1-3 testifies that “läsfixarna”, which is a method of reading comprehension strategies, as method is used despite there existing no research that supports the method. For this reason, thesis aims to investigate the teachers’ view of “läsfixarna” as a method. A hot topic in school debate has been for a long time the decreasing results for reading comprehension for Swedish students in knowledge test like the PISA test. This is a cause according to Barbro Westlund, a senior lecturer in reading and writing development and participant in multiple research projects, of the lack of ability to use the correct strategies when encountering different kinds of text. Westlund emphasizes the importance of teaching about the reading strategies specific to the study which increased the interest to also investigate on how teachers use “läsfixarna” in society and science studies. The present study is based on seven interviews with working teachers in grades 1-3 and an observation of a period. The results are show a positive view of “läsfixarna” as a method which is also connected to earlier research of reading comprehension strategies. The results also suggest that the method is largely used in the Swedish subject, but it is also possible to use the strategies in various subject-specific ways. The positive view of “läsfixarna” as a method raises new issues, as there is no scientific evidence that the method is effective for reading comprehension development. This is something that opens doors for further and new investigations to a much wider extent on whether “läsfixarna” as a method help readers to develop reading comprehension or not.