Change search
CiteExportLink to record
Permanent link

Direct link
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
Teachers’ Thoughts and Students’ Strategies: An empirical study on Swedish upper-secondary students’ andteachers’ perception on reading comprehension
Örebro University, School of Humanities, Education and Social Sciences.
2017 (English)Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

Previous studies have shown that explicit reading strategy teaching has positive effects on English second language (ESL) students’ reading comprehension. However, Swedish upper- secondary students’ attitudes towards English reading comprehension classes are relatively unknown. This study therefore has the objectives of finding out to what extent reading strategies are taught explicitly in upper-secondary schools in Sweden, and to investigate how students and teachers perceive reading comprehension teaching. There were 107 students and 4 teachers from vocational upper-secondary education programmes participating in this study. Students filled in a questionnaire about reading strategies and how they are taught in class, and teachers answered corresponding questions in interviews. The findings show a wide range of perceptions among students and teachers, especially about how often reading strategies are taught explicitly. However, a majority believes that the use of reading strategies improves reading comprehension. Nevertheless, strategy usage is generally low and asking the teacher is the strategy most used among students. Teachers are recommended to teach reading strategies explicitly as most previous research shows explicit instruction to be more successful than implicit. Future studies on strategy teaching and their potential effects in different educational programmes are desirable.

Place, publisher, year, edition, pages
2017. , p. 72
National Category
Learning
Identifiers
URN: urn:nbn:se:oru:diva-61494OAI: oai:DiVA.org:oru-61494DiVA, id: diva2:1148857
Subject / course
English; English
Supervisors
Available from: 2017-10-12 Created: 2017-10-12 Last updated: 2017-10-12Bibliographically approved

Open Access in DiVA

fulltext(1316 kB)68 downloads
File information
File name FULLTEXT01.pdfFile size 1316 kBChecksum SHA-512
cc0515002878f4c3075f51f930e13e47c02e95f99871201ebc259331ac874d368334df969d7452bfd7acc80c79212250df9b02d17ab9cf6636025ae1bfaa52e8
Type fulltextMimetype application/pdf

By organisation
School of Humanities, Education and Social Sciences
Learning

Search outside of DiVA

GoogleGoogle Scholar
Total: 68 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

urn-nbn

Altmetric score

urn-nbn
Total: 64 hits
CiteExportLink to record
Permanent link

Direct link
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