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
Läsförståelse på högstadiet: Vägar till god läsförståelse
Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
2013 (Swedish)Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
Abstract [sv]

Syftet med föreliggande uppsats är att visa hur skillnaden ser ut mellan lärarnas praktik och forskningens teori när det gäller att främja läsförståelse på högstadiet. I litteraturgenomgången presenteras läsprocessen och ett antal studier om vad några forskare anser främjar läsförståelse. Följande frågeställningar har varit ledande i undersökningen: Hur ser skolan till att eleverna uppnår en läsförståelse som motsvarar deras ålder/utveckling; hur utvärderar skolan elevernas kunskaper inom ämnet; hur ser forskare på vad som krävs för att förbättra läsförståelsen? Jag har intervjuat en specialpedagog och fem lärare som undervisar i svenska på två högstadieskolor. Resultatet visar att lärarna använder ett stort antal av de metoder som forskarna förespråkar men inte alla. Likaså tar inte alla forskare upp samma metoder. Pedagogerna använder även tillvägagångssätt som inte forskarna lyfter fram. Det saknas en systematik i uppläggningen av läsprocessen som leder även genom högstadiet.

Abstract [en]

The purpose of my essay is to explore the differences between teachers´ practice and the theory of research when it comes to improving reading comprehension during upper school.

In the literature review, I opted to pick up the process of learning to read and investigations about what some researchers consider improve reading comprehension. To have my purpose answered I set up the following questions: How does school make sure that pupils reach a reading comprehension that correspond to their age/development; how does school evaluate pupils´ knowledge concerning reading comprehension; how do researchers look upon what requirements are needed to improve the reading comprehension? I have interviewed one special pedagogue and five teachers who are teaching Swedish in two upper schools. The result shows that the teachers are using a large numbers of the methods that the researchers advocate but not all. Likewise do not all researchers mention same methods. The pedagogues also use procedures that the researchers do not emphasize. It is lacking a systematic presentation of the reading process that continues all the way through upper school.

The purpose of my essay is to explore the differences between teachers´ practice and the theory of research when it comes to improving reading comprehension during upper school.

In the literature review, I opted to pick up the process of learning to read and investigations about what some researchers consider improve reading comprehension. To have my purpose answered I set up the following questions: How does school make sure that pupils reach a reading comprehension that correspond to their age/development; how does school evaluate pupils´ knowledge concerning reading comprehension; how do researchers look upon what requirements are needed to improve the reading comprehension? I have interviewed one special pedagogue and five teachers who are teaching Swedish in two upper schools. The result shows that the teachers are using a large numbers of the methods that the researchers advocate but not all. Likewise do not all researchers mention same methods. The pedagogues also use procedures that the researchers do not emphasize. It is lacking a systematic presentation of the reading process that continues all the way through upper school.

Place, publisher, year, edition, pages
2013. , 28 p.
Keyword [en]
reading comprehension, the process of reading, reading development
Keyword [sv]
läsförståelse, läsprocessen, läsutveckling
National Category
Languages and Literature
Identifiers
URN: urn:nbn:se:kau:diva-28019Local ID: LPSP:2OAI: oai:DiVA.org:kau-28019DiVA: diva2:629789
Subject / course
Swedish
Educational program
Teacher education, 330 hp
Presentation
2013-06-17, Kornvägen 1, Sunne, 19:32 (Swedish)
Supervisors
Examiners
Available from: 2013-06-26 Created: 2013-06-17 Last updated: 2013-06-26Bibliographically approved

Open Access in DiVA

Yessica Dahlman Examensarbete(584 kB)894 downloads
File information
File name FULLTEXT01.pdfFile size 584 kBChecksum SHA-512
02971fb65c4c5eeb27500eb735795a6966c60c5ade4d83c6561099196ec7b70cf65f679867eb8b8452d92e7981a4661bdddcac729776c53dc80fb3ea9fccc54a
Type fulltextMimetype application/pdf

By organisation
Faculty of Arts and Social Sciences (starting 2013)
Languages and Literature

Search outside of DiVA

GoogleGoogle Scholar
Total: 894 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: 325 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