The purpose of this study is to investigate if middle school teachers tend to use reading strategies whilst teaching and their perceptions of the subject and how they interpret the concept of reading strategies. This is done as several studies have shown that pupils get progressively worse results when it comes to reading comprehension and a factor that has been shown to have a positive impact on this is reading strategies. To find out how teachers approach reading strategies, the method of personal interviews is used to get nuanced answers, meaning that this is a qualitative study. The results of the study have thereafter been analyzed in accordance with previous research and the applied theory; the sociocultural perspective. The results reveals that the teachers who have been interviewed share the same opinion regarding reading strategies and its importance for reading comprehension. It also shows that this should be taught as due to its important purpose and how it acts as a tool when learning how to interpret different texts. The teachers' perception of the concept ‘reading strategies’ is that it is a tool that helps students figure out the content of texts. However, there is an underlying uncertainty among the teachers regarding the meaning of the word. The conclusion is that reading strategies are something that should be used in teaching as it is a tool that helps students take on different types of texts.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:kau-100023 |
| Date | January 2024 |
| Creators | Fallström, Johanna |
| Publisher | Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013) |
| 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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