This literature study was conducted with the aim to examine how elementary school teachers use oral reading and silent reading in the classroom, and whether and in what way the two reading strategies benefit students’ reading comprehension. The questions that the study is based on are ”what purpose does the teacher have with reading aloud and silent reading in the classroom?” and ”is reading aloud and silent reading beneficial for student’s reading comprehension, and in what way?”. Initially, the study presents government documents and their perspective on reading and reading comprehension. Next, the following concepts are presented: oral reading, silent reading and reading comprehension. Continuously, research that analyzes the teachers’ purpose for oral reading and silent reading and in what way they affect reading comprehension, is introduced. The process of collecting data has been carried out in line with the method literature review, where the search process has been divided into two phases. Keywords are presented and the databases that have been used are: Educational Resource Information Center (ERIC, EBSCO) and Swepub. The results of the study show that teachers can have different purposes for reading. When reading aloud, the purpose may be to create participation by involving all students in the teaching. The reading aloud can be used to process and retell texts through questions asked by the teacher. Through the reading aloud, students are given an opportunity to reflect together. The purpose of silent reading can be to make students’ learning process visible by working with notes and feedback. Through notes and feedback, the importance of reading continuously is made visible in order for there to be a development in reading. This can be beneficial for students as it can contribute to a greater joy of reading. Greater joy of reading means that students feel an increased motivation to read. Furthermore, the results shows that reading comprehension consists of several different components and that it can be difficult to recognize from a teacher’s perspective. Among other things, it emerged that students perform better at comprehension questions after reading aloud. In contrast, they perform better at silent reading in situations where they are supposed to retell what they have read. / Denna studie gjordes i syfte att undersöka hur låg- och mellanstadielärare använder högläsning respektive tyst läsning i klassrummet, och om och på vilket sätt de två lässtrategierna gynnar elevernas läsförståelse. Frågeställningarna som studien utgår ifrån är ”vilket syfte har läraren med högläsning respektive tyst läsning i klassrummet?” samt ”är högläsning och tyst läsning gynnsamt för elevers läsförståelse, och på vilket sätt?”. Inledningsvis presenteras vilka mål som styrdokumenten fokuserar på i relation till läsning och läsförståelse. Därefter presenteras begreppen: högläsning, tyst läsning och läsförståelse med utgångspunkt i tidigare forskning. Vidare introduceras forskning som analyserar lärarens syfte med högläsning och tyst läsning samt på vilket sätt de påverkar läsförståelsen. Datainsamlingen har skett i enlighet med metoden litteraturöversikt, där sökprocessen har delats in i två faser. Samtliga nyckelord presenteras och de databaser som har använts är: Educational Resource Information Center (ERIC, EBSCO) och Swepub. Resultatet av studien visar att lärare kan ha olika syften med läsning. Vid högläsning kan syftet vara att skapa delaktighet genom att involvera samtliga elever i undervisningen. Högläsningen kan användas för att bearbeta och återberätta texter genom frågor som ställs av läraren. Genom högläsningen ges eleverna en möjlighet att reflektera tillsammans. Syftet med tyst läsning kan vara att synliggöra elevers lärandeprocess genom att arbeta med anteckningar och återkoppling. Genom anteckningar och återkoppling synliggörs vikten av att läsa kontinuerligt föratt det ska ske en utveckling i läsningen. Detta kan vara gynnsamt för eleverna eftersom det kan bidra till en större läsglädje. Större läsglädje innebär att elever känner en ökad motivation till att läsa. Vidare visar resultatet att läsförståelse består av flera olika komponenter och att det kan vara svårt att observera ur ett lärarperspektiv. Det framkom bland annat att elever presterar bättre vid förståelsefrågor efter högläsning. Däremot, presterar de bättre vid tyst läsning i situationer där de ska återberätta vad de har läst.

Does voluntary reading matter? While there is much known about the benefits to children who engage in sustained silent reading, commercial reading programs implemented as a result of No Child Left Behind often displace time for children to silently read (NCLB, 2002). An increase in the amount of time children spend with a commercial reading program has meant a decrease in time provided for in-school voluntary reading during the elementary literacy block (Brenner & Hiebert, 2010). This quantitative study used the 2011 restricted-use National Assessment of Educational Progress (NAEP) data to determine whether opportunities provided to children for in-school voluntary reading impacted fourth-grade students' achievement levels. The study also considered whether there were differences in the amount of time provided for in-school voluntary reading and choice in reading material to children of differing income levels and ethnic backgrounds. Contingency tables and a multiple linear regression model were used to find associations between achievement data and questionnaire responses. Findings concluded that children who qualified to participate in the National School Lunch Program, as well as Black, Hispanic, and Native American children, have fewer opportunities to silently read, and choose their own books during the school day. For most children, there was a positive relationship between time and choice in reading at school with achievement scores. Black, Hispanic, and Native American children experienced a commercial reading program at a higher rate than their white and Asian peers; there were no detected differences in reading program structure based on economic affluence. The discussion includes consideration of time to silent read at school and choice in reading material as a part of an "opportunity gap" (Darling-Hammond, 2013) that causes disparities in the quality of education provided to children from different backgrounds, and which could also be a factor to the larger achievement gap. Policy implications are discussed.

Syftet med denna studie är att undersöka om den tysta läsningen i grundskolans tidigare år behöver ändras, varför detta behövs samt hur den kan ändras. Till grund för studien skrevs tre frågeställningar. Dessa lyder:   Behöver den tysta läsningen förändras- varför? Hur kan den tysta läsningen i skolan utvecklas? Hur kan utvecklandet av tyst läsning gynna elevernas läsande och livslånga lärande?   Studien genomfördes genom en litteraturstudie av forskning och annan litteratur. Litteraturen och stoffet analyserades genom Vygotskijs och det sociokulturella perspektivet.   Det undersökningen visat är att läsförmågan i Sverige sjunkit och att den fortsätter att sjunka. För att ändra på detta behövs mer undervisning i lässtrategier. En förändring i momentet tyst läsning är därför av vikt. Om en sådan förändring skulle medföra ökade resultat går inte att säga, det behövs det större undersökningar för att ta reda på.   En förändring från den enskilt tysta läsningen till en tyst läsning där samtalet och innehållet i texten får en större betydelse visar undersökningen är att föredra. Detta innebär inte att den tysta läsningen ska försvinna. Den enskilda läsningen behövs också, då avkodning är en viktig förmåga för att utveckla goda läsare. Däremot visar studien att genom att samtala om lässtrategier, lyfta olika tolkningar och få ett dialogiskt klassrum där elevernas frågor är av vikt, kan vi utveckla bättre läsare i skolan. / The aim of this study is to see if the silent reading in the early school years in Sweden needed to change. The purpose was also to see how this educational moment could change and what benefit the students learning could have of this change. To answer this aim some question was written. These where:   Does the silent reading need to change - why? How can the silent reading in school develop? How can the development of this educational moment benefit the students’ lifelong learning and reading skills?   The study where executed thru a literature study with both research- and other literature material. These where analyzed thru Vygotskijs and the sociocultural perspective on learning.   The study shows that the reading ability in Swedish school has dropped and continues to drop. To change this down going pattern more education in reading strategies are necessary. A change in the silent reading is therefore important. The study cannot say if a change would increase Swedish students reading ability. A larger research is needed to see this.   A change in the silent reading, from an individual work, to a moment where the conversation and content of the text get larger space, are something the study shows as an important change. This does not exclude the silent reading as an individual work. It is necessary to read much to increase the reading fluency. This is a significant part of becoming a good reader. Though the study shows that this is important, the education need more conversations and education about reading strategies. If we teachers lift different aspects of the text and create a dialogical classroom where the students’ questions matters the development of good readers will have a significant chance of growing.

The submitted thesis deals with the matter of reading comprehension in pupils with autism spectrum disorders. The thesis is divided into the theoretical and empirical part. In the theoretical part we dealt with the issue of autism spectrum disorders, constituent diagnoses and the triad of disrupted areas. Further into thesis we presented the reader the fundamental cognitive theories which explain exhibitions within the range of autism spectrum disorders. Towards the end of thesis we dealt with reader's literacy with special emphasis on reading comprehension. The second part presents empirical research aimed at ascertainment of reading comprehension in pupils with autism spectrum disorders. The research sample consisted of sixth and ninth grade pupils diagnosed with Asperger syndrome from both primary and grammar school. The sample was supplemented with a control group which comprised intact pupils of the same grades. For the purposes of this study there were created new tests focusing on the level of reading comprehension. The first test aimed at reading comprehension with regard to silent reading, the second test observed reading comprehension in terms of loud reading. Methodology was further supplemented with the Strange Stories test ascertaining the level of theory of mind. The crucial part of...

Studiens syfte är att undersöka hur lärare i årskurs 3 ser på bänkboken och dentysta, fria läsningen i klassrummet. Även deras syn på elevers möjlighet till attfinna sin läslust och kunna utveckla sin läsning undersöks. Resultatet som presenteras i studien bygger på kvalitativa intervjuer med 10 verksamma lärarefrån olika skolor. Undersökningen visar att elevers läslust kan väckas på olikasätt och att läsningen kan påverkas av olika faktorer. Genom att aktivt jobbamed elevers intressen, läsmiljöer i klassrummet och att anpassa läsningen tillelevers nivå, kan läsförmågan gynnas. Även läsande förebilder kan påverkaelevers läsintresse, både hemma och i skolan. Att som lärare vara läsande förebild betecknades som svårt, då tiden sällan finns för att läsa när eleverna läser.Lärarna lyfte även vikten av att behålla läsningen i klassrummet samtidigt somen önskan finns att fler elever läser i hemmet. Genom egen läsning hemma kanelevers avkodningsförmåga och läsflyt öka. Bänkboken är enligt lärarna gynnsam för elevernas läsning, då de får rutiner i klassrummet och möjlighet attfinna ett nytt intresse.

The purpose of this project is to develop a resource of techniques using children's literature which will increase interest in reading for students who have met the minimum standards of reading for their grade level. The completed curriculum is to be used in grades kindergarten through six, with a flexible time limit of thirty to forty-five minutes per day, for fifteen school days.

The present study puts forward two models which examine the relationship between at home at school variables of (1) engagement in shared and independent reading and (2) access to print with reading achievement. Participants were fourth grade English speakers from Canada (Alberta, British Columbia, and Nova Scotia), New Zealand, England, and USA. Data from the Progress in International Reading Literacy Study (PIRLS) questionnaires and reading achievement test were used to design the two models, and Hierarchical linear modeling (HLM) was used to analyze the data where students (Level-1) were nested within classrooms (Level-2). The results of the Engagement in Reading Model demonstrate that activities of shared reading at home and at school did not statistically significantly relate or related negatively with reading achievement. Parents helping their children with school readings emerged as the strongest negative predictor of reading achievement in the entire model. However, the relationship between how often participants talked with their families about what they read on their own and reading achievement was positive. Additionally, independent reading at school, reading for fun at home, and reading printed material (books and magazines) at home predicated reading achievement positively; reading for homework did not predict reading achievement; and reading for information and reading on the internet at home predicted reading achievement negatively. The results of the Access to Print Model demonstrate that while access to books and other reading material at home related positively with reading achievement, access to books and other reading material at school did not overall relate to students’ reading achievement. Additionally, access to the library, generally, did not relate to reading achievement; and when statistical significance was found it was not replicated in all or even most of the countries. Based on the results of the present study, it is recommended that fourth graders be given ample opportunities to read books of their own choosing independently at school, and to develop students’ habits and motivation to read for leisure during their free after school time. Additionally, children should be provided with ample access to reading material at home which is geared towards their interests.