<p>This master thesis states the following questions: Is it easy or difficult to retrive information from a mobile phone manual? How can the search process be described among user for a mobile phone manual? What similarities and differeces can be identified between users? Arhe there any variables that affect search performance such as reading skills or technical domain knowledge? Eight mobile phone users participated in an empirical observation and the scope was to find information in a paper version of a mobile phone manual according to given tasks. The results shows that some users has problems to retrieve information due to that the correct page in the mobile phone manual could not be located. The results show that the user is using several search strategies, for example the table of contents and the index, when trying to locate information. The results also revel that the user initiates multiple search steps before the correct information can be located. The thesis discusses how a manual could be designet to make information easier to find.</p>

This master thesis states the following questions: Is it easy or difficult to retrive information from a mobile phone manual? How can the search process be described among user for a mobile phone manual? What similarities and differeces can be identified between users? Arhe there any variables that affect search performance such as reading skills or technical domain knowledge? Eight mobile phone users participated in an empirical observation and the scope was to find information in a paper version of a mobile phone manual according to given tasks. The results shows that some users has problems to retrieve information due to that the correct page in the mobile phone manual could not be located. The results show that the user is using several search strategies, for example the table of contents and the index, when trying to locate information. The results also revel that the user initiates multiple search steps before the correct information can be located. The thesis discusses how a manual could be designet to make information easier to find.

I denna systematiska litteraturstudie presenteras resultat av vad tidigare forskning konstaterat om lässtrategier i frågan om hur de används och vad de innebär för elever i skolåren 9–12. Uppsatsen visar att den utbildningsforskning som berört lässtrategier under de senaste tio åren inte behandlar strategisk läsning med konsensus i begrepp eller förklaringsmodeller, utan att det istället finns olika synpunkter om både vad lässtrategier är och vad de innebär för läsaren. Studien visar också att lässtrategier används frekvent hos elever i skolåren 9–12 inom och utanför Sverige, både bland skickliga läsare och bland mindre skickliga läsare, för att främja läsförståelse. Vad som skiljer dessa skickliga respektive mindre skickliga läsare från varandra tycks till viss del vara kvaliteten av deras strategiska läsning och hur de använder lässtrategier till sin fördel för att förstå text. Uppsatsen undersöker olika aspekter av lässtrategier och konstaterar att det finns främst tre faktorer som påverkar lässtrategiers effektivitet. Dessa är: 1) Huruvida eleven besitter metakognitiv medvetenhet och gör aktiva val vid strategisk läsning. 2) Elevens förmåga att kombinera olika strategier med varandra. 3) Elevens förmåga att utvärdera sin egen läsning. / In this systematic review, results of previous research on strategic reading were analyzed and presented regarding the question of how students (year 9–12) use reading strategies, and what these strategies mean to reading comprehension levels. The review found that studies which have investigated strategic reading during the past ten years subscribe to different viewpoints and models regarding what reading strategies are, how they should be described, as well as how they should be used by students to further their reading comprehension. While the review further concludes that both good readers and less skilled readers among students in secondary school, frequently do use reading strategies, it also provides evidence to support the idea that these strategies must be used in a certain way for them to be effective. The review presents information from previous research which pertains to the different aspects of reading strategy, and what makes strategic reading effective in terms of furthering reading comprehension. These aspects include: 1) The level of metacognitive awareness that the reader possesses when choosing and using strategies. 2) The readers ability to effectively combine strategies with each other. 3) The readers level of insight into his or her strategy use via the use of control strategies and reflection.