The aim of the study was to examine whether an intervention with the Rydaholms method leads to better decoding skills, improved reading comprehension and increased interest in reading. The participants were the third grade primary school children. A five-week training with the method was performed and children's results in reading speed, decoding and reading comprehension were compared to the pretest results. The interest in reading was measured with a questionnaire prior and after the invention was done. The results showed that the children had improved their decoding but not their reading comprehension. All the children reported a higher level of reading interest after the intervention. The results are discussed in relation to the research favoring training in spelling and decoding as a primary method to improve both decoding and reading comprehension and methods that combine training in spelling and comprehension. The study could show that improved decoding skills do not automatically lead to better reading comprehension due to a short-term memory advantage but training in comprehension strategies is needed. The finding that improved decoding lead to increased interest in reading gives support for the research that claims that decoding skills are fundamental for children's own view on reading.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:umu-115801 |
| Date | January 2016 |
| Creators | Albertsson, Anneli |
| 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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