Syftet med föreliggande uppsats är att visa hur skillnaden ser ut mellan lärarnas praktik och forskningens teori när det gäller att främja läsförståelse på högstadiet. I litteraturgenomgången presenteras läsprocessen och ett antal studier om vad några forskare anser främjar läsförståelse. Följande frågeställningar har varit ledande i undersökningen: Hur ser skolan till att eleverna uppnår en läsförståelse som motsvarar deras ålder/utveckling; hur utvärderar skolan elevernas kunskaper inom ämnet; hur ser forskare på vad som krävs för att förbättra läsförståelsen? Jag har intervjuat en specialpedagog och fem lärare som undervisar i svenska på två högstadieskolor. Resultatet visar att lärarna använder ett stort antal av de metoder som forskarna förespråkar men inte alla. Likaså tar inte alla forskare upp samma metoder. Pedagogerna använder även tillvägagångssätt som inte forskarna lyfter fram. Det saknas en systematik i uppläggningen av läsprocessen som leder även genom högstadiet. / The purpose of my essay is to explore the differences between teachers´ practice and the theory of research when it comes to improving reading comprehension during upper school. In the literature review, I opted to pick up the process of learning to read and investigations about what some researchers consider improve reading comprehension. To have my purpose answered I set up the following questions: How does school make sure that pupils reach a reading comprehension that correspond to their age/development; how does school evaluate pupils´ knowledge concerning reading comprehension; how do researchers look upon what requirements are needed to improve the reading comprehension? I have interviewed one special pedagogue and five teachers who are teaching Swedish in two upper schools. The result shows that the teachers are using a large numbers of the methods that the researchers advocate but not all. Likewise do not all researchers mention same methods. The pedagogues also use procedures that the researchers do not emphasize. It is lacking a systematic presentation of the reading process that continues all the way through upper school. The purpose of my essay is to explore the differences between teachers´ practice and the theory of research when it comes to improving reading comprehension during upper school. In the literature review, I opted to pick up the process of learning to read and investigations about what some researchers consider improve reading comprehension. To have my purpose answered I set up the following questions: How does school make sure that pupils reach a reading comprehension that correspond to their age/development; how does school evaluate pupils´ knowledge concerning reading comprehension; how do researchers look upon what requirements are needed to improve the reading comprehension? I have interviewed one special pedagogue and five teachers who are teaching Swedish in two upper schools. The result shows that the teachers are using a large numbers of the methods that the researchers advocate but not all. Likewise do not all researchers mention same methods. The pedagogues also use procedures that the researchers do not emphasize. It is lacking a systematic presentation of the reading process that continues all the way through upper school.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:kau-28019 |
| Date | January 2013 |
| Creators | Dahlman, Yessica |
| Publisher | Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (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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