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Att läsa på och mellan raderna: En studie av inferenser i textsamtal om en bilderbok.
Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
2017 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Reading on and between the lines : A study of inferences in a text conversation on a picture book. (English)
Abstract [en]

The main purpose of the study is to see if there is a difference in level of inferences pupils do with different amount of teacher support during text conversations. The focus of the text conversations is making inferences and asking questions to the text with the purpose to make balanced inferences. The selected pupils were in grade three and took part in a text conversation on a picture book. The groups were, by the teacher, pre-divided into a group of weaker readers and a group with stronger readers. The differences between the groups was not known before the study and is therefore considered a coincidence.

The lessons the groups took part in are based on David A. Kolb (1984) experiential learning model and the teaching model reciprocal teaching (RT). Together they are the foundation of the text conversations. RT focuses on reading strategies and the teachers role in the development of reading comprehension and Kolb focuses on the different phases of learning.

The result from the two lessons are analysed with the purpose to find level differences in the inferences the pupils do on balanced inference questions and non balanced inference questions. The results from the two lessons are compared with the aim to see if there is a difference between lessons with more teacher support, and lessons with less teacher support.

The study shows that there is a difference in inference levels between the two lessons and the conclusion is that it is necessary to give weaker readers greater teacher support. This is then transmitted to concern all students in their early reading because a greater teacher support in learning reading strategies gives a better reading comprehension.

Place, publisher, year, edition, pages
2017. , 29 p.
Keyword [sv]
Textsamtal, inferenser, läsförståelse, schema, lärprocesser
National Category
General Literature Studies Specific Literatures
Identifiers
URN: urn:nbn:se:lnu:diva-65132OAI: oai:DiVA.org:lnu-65132DiVA: diva2:1108144
Subject / course
Swedish Language
Educational program
Lärarprogrammet, inriktning mot verksamhet i grundskolans tidigare år
Supervisors
Examiners
Available from: 2017-06-13 Created: 2017-06-12 Last updated: 2017-06-13Bibliographically approved

Open Access in DiVA

fulltext(1952 kB)11 downloads
File information
File name FULLTEXT01.pdfFile size 1952 kBChecksum SHA-512
e6994cde0bbb405083e123d6534fdb31f8b73189b33a5944178ca46687ff31071f43f87c3a529579a18d5e10b24d8becac1f6d8f000e9a18eb3442ce13cbc97c
Type fulltextMimetype application/pdf

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CiteExportLink to record
Permanent link

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Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf