Abstract The purpose of this study is to examine how recent special needs teacher graduates explain reading comprehension, how they teach reading comprehension and whether their method is based on scientific research. For a deeper understanding of reading comprehension instruction I chose to conduct a qualitative interview study inspired by the phenomenographic research approach. The result shows that one of the school's most important tasks is to teach all students to read, understand and use texts. Good reading skills and reading comprehension is crucial for further education because through reading the students provide knowledge and skills in other subjects and are equipped for the future as citizens. Reading instruction is a process that should take place over a long time, throughout the school years. Reading comprehension is complex and based on several components: decoding, cognitive abilities, prior knowledge, knowledge of the written language, comprehension strategies and motivation. Reading comprehension means to extract and make sense while reading and interact with the text. Students with reading difficulties can be divided into three groups: students with decoding difficulties leading to understanding difficulties, students with specific reading comprehension difficulties and students with both decoding and comprehension difficulties. Successful reading comprehension instruction requires conscious instruction from the teacher and that the students are allowed to become active co-creators. Reading comprehension instruction favours all students.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:umu-85665 |
| Date | January 2014 |
| Creators | Kristoffersson, Jessica |
| Publisher | Umeå universitet, Institutionen för språkstudier |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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