The purpose of this study has been to, from a teacher- and student perspective, investigate how they describe that the silent reading follows up by the teachers. The purpose has also been to investigate if the teachers believe that silent reading helps to promote students reading development and reading comprehension. To answer this I prepared the following questions: •How do the teachers describe that they follow up students silent reading? •How do the teachers believe that silent reading helps to promote students reading development and reading comprehension? •How do the students describe the silent reading and how it follows up? This is a qualitative study based on completed interviews. I have interviewed two teachers and two student groups from each teachers class. The teachers in the study teach in second grade. The study is based on Aidan Chambers theory about The reading circle and Hans-Gerog Gadamers thoughts about reading and comprehension. The results show that the follow up of students silent reading differ from the two teachers. Common for the teachers was that conversation and dialogue based on the silent reading books was missing. Furthermore, the analysis shows that teachers believe that silent reading promotes students reading skills because it’s a way to practice reading and they practice up their reading flow. They also believe that silent reading can contribute to greater love of reading as students get to choose and read books of their own interest.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:sh-31689 |
| Date | January 2016 |
| Creators | Goc, Egzona |
| 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 |
Page generated in 0.0023 seconds