The aim of this study is to reach profound knowledge about reading comprehension strategies that teachers in grade 1–3 use in their reading instruction classes. The relevance of the study is motivated due to Swedish students’ declining results at the latest PISA examination and the lack of Swedish studies regarding grade 1–3. With the qualitative research methods, observations and interviews, the study examines which reading comprehension strategies teachers use in their classroom and how they use them. Through a thematic analysis, two main themes are identified with three sub-themes respectively. The results are then analyzed through sociocultural theory. It is concluded that students should be able to interact with each other during reading comprehension strategy instruction and teachers should be more explicit. Reciprocal teaching of strategies can be implemented among younger students, although summarizing and questioning is more difficult. Note-taking strategy instruction could be implemented in grade 3. Concretization of strategies by the use of characters is favourable for younger students, although teachers must be aware of the risks. Concretization by the use of hand placements and movements should be implemented with younger students.Nyckelord:
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:mau-69261 |
| Date | January 2024 |
| Creators | Smith, Fanny, Westerlund, Frida |
| Publisher | Malmö universitet, Institutionen för kultur, språk och medier (KSM) |
| 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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