Children's language development is highly connected to the success of every school. Especially when it comes to the children learning reading and writing skills, regardless of what method the schools use in order to achieve this. An early intervention can facilitate the learning of reading comprehension. Reading aloud and playing with the language learning is the greatest gift we can give our children and students. Children learn how to use a book by turning the pages and see how the words and texts are structured. Together you create a moment of closeness and discover how you can share your thoughts and experiences using pictures and words in the book. The purpose of this study is to gain insight and understanding into how teachers motivates and leads the children towards the discovering their own joy of reading. These also include those children that would rather play than sitting still listening to children's literature. The survey is a series of interviews with six class teachers from pre-schools in a suburb south of Stockholm. The result shows that teachers believe that reading aloud and having follow up book talks are an important part of capturing children’s interest for reading, especially children who do not have their own motivation to be involved in learning to enjoy books. Reading aloud using intonation and different voices stimulates children's curiosity, and in turn this results in children themselves getting involved in the narration.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:sh-21261 |
| Date | January 2013 |
| Creators | Andersson, Monica |
| Publisher | Södertörns högskola, Lärarutbildningen |
| 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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