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Läsförståelse i engelska som främmande språk: Avkodning är flaskhalsen för elever i lässvårigheter
Linköping University, Department of Behavioural Sciences and Learning.
Linköping University, Department of Behavioural Sciences and Learning.
2018 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Reading Comprehension in English as a Foreign Language : Decoding is the Bottleneck for Students in Reading Difficulties (English)
Abstract [sv]

Syftet med den här studien var att undersöka, beskriva och analysera variationer och samband gällande språkförståelse, avkodning och läsförståelse på svenska och engelska och utröna vilken betydelse dessa komponenter har för elever som lär sig engelska som främmande språk. Studien utgick från The Simple View of Readingsamt The Linguistic Coding Differences Hypothesis,vilka ligger till grund för beskrivning och tolkning av studiens empiri. I studien medverkade 24 elever i lässvårigheter och 30 typiska läsare. De gick i årskurs 4 i åtta skolor belägna i södra Sverige. Dessa elever genomförde sex deltest; tre på svenska och tre på engelska. Resultatet visadeatt elever i lässvårigheter presterade signifikant sämre än typiska läsare på samtliga test, utom det test som prövade språkförståelse på svenska.

Studien visar att en individs avkodningsförmåga är avgörande för läsförståelsen i engelska som främmande språk. Detta gäller såväl typiska läsare som elever i lässvårigheter, vilket även tidigare forskning i andra länder visat.

Studiens slutsats är att samtliga elever måste ges möjlighet att träna på och utveckla sin avkodningsförmåga på engelska för att uppnå god läsförståelse på engelska.

Abstract [en]

The purpose of this study was to investigate, describe and analyze variations and relationships regarding language comprehension, decoding and reading comprehension in Swedish and English and determine the importance of these components for students who learn English as a foreign language. The study was based on The Simple View of Readingand The Linguistic Coding Differences Hypothesis, which form the basis for the description and interpretation of the study's results. Twenty-four students in reading difficulties and thirty students with typical reading ability participated in the study. They were in the fourth grade and went to eight different schools located in the south of Sweden. These students conducted six tests; three in Swedish and three in English. The results showed that students in reading difficulties performed significantly worse than typical readers on all tests, except for the one that tested language comprehension in Swedish.

The study shows that an individual's decoding ability is crucial for reading comprehension in English as a foreign language. This applies to both typical readers and students in reading difficulties, as also shown in previous research in other countries.

The study's conclusion is that all students must be given the opportunity to practice and develop their decoding skills in English to achieve a good reading comprehension in English.

Place, publisher, year, edition, pages
2018. , p. 46
Keywords [en]
reading disability, foreign language, Swedish, English, orthography, listening comprehension, decoding, reading comprehension
Keywords [sv]
lässvårigheter, främmande språk, svenska, engelska, ortografi, språkförståelse, avkodning, läsförståelse
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:liu:diva-148809ISRN: LIU-IBL/SPLÄR-A-18/09-SEOAI: oai:DiVA.org:liu-148809DiVA, id: diva2:1221292
Subject / course
Special Education Needs Programme
Supervisors
Examiners
Available from: 2018-06-26 Created: 2018-06-19 Last updated: 2018-06-26Bibliographically approved

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