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Den reciproka undervisningens betydelse för läsförståelsesvaga elever i åk 2 och 3.
Umeå University, Faculty of Arts, Department of language studies.
Umeå University, Faculty of Arts, Department of language studies.
2017 (Swedish)Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
Abstract [en]

The aim of this study was to find out whether six weeks of reciprocal teaching in grade 2 and 3 would improve pupils text comprehension. Students’ text comprehension was assessed with a standardized test and by analysing students’ use of meta-cognitive strategies in a conversation about a text. The assessments were carried out pre- and post-intervention. Sixteen pupils were identified with weak text comprehension in a standardized assessment of text comprehension in grade 2 and 3 respectively with a total of 78 students participating in the assessment. The students with weak text comprehension were divided in an intervention group (eight pupils) and a control group (eight pupils). The control group participated in regular class-room instruction during the intervention. 

  The intervention was carried out in small groups and focused on meta-cognitive strategies (e.g. predicting story-content, ask questions to the text, identifying and learning new words and summarizing story-content) and lasted for six weeks, three lessons a week and about 35 minutes/lesson. The students in the intervention group improved their results in the standardized test in text comprehension compared to the control group. The pupils in the intervention group used meta-cognitive strategies to a larger extent after the intervention compared to before the intervention. They also increased their talking space in a conversation about a text compared to the control group. Interaction with each other didn´t increase noticeably after six weeks of intervention in neither group. No statistical analysis were conducted.

Place, publisher, year, edition, pages
2017. , p. 58
Keyword [en]
reading comprehension, intervention, poor comprehension, metacognition, sociocultural interaction.
National Category
Pedagogical Work
Identifiers
URN: urn:nbn:se:umu:diva-144480OAI: oai:DiVA.org:umu-144480DiVA: diva2:1180015
Subject / course
Examensarbete Speciallärarprogrammet
Educational program
Postgraduate Diploma in Special Needs Training
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Examiners
Available from: 2018-02-05 Created: 2018-02-04 Last updated: 2018-02-05Bibliographically approved

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Eklund, IngelaEriksson, Mari
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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