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Läsförståelse av faktatexter i NO, med stöd av Leselos, en norsk arbetsmodell: En fallstudie av en intervention i årskurs 3
Umeå University, Faculty of Arts, Department of language studies.
2014 (Swedish)Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesisAlternative title
Reading comprehension of factual texts with the support of Leselos, a Norwegian model. : A case study of an intervention in year 3. (English)
Abstract [en]

To read and understand are essential competences for everyone in our society; at the same time reading comprehension among Swedish pupils is on the decline. The Swedish school must therefore try to improve their instructions to increase the students' reading comprehension. The aim of the study was to describe how three reading comprehension strategies, if possible, could improve the reading comprehension for the students, including children with learning disabilities, when reading texts of natural science in a third-grade class. The three strategies that were introduced were: to activate prior knowledge, to structure information and to record contents. The questions of the study were: How are the three strategies introduced in the classroom? Can the children with learning disabilities see any benefits for their reading comprehension when working with the strategies? How do the children with learning disabilities experience working with the strategies? Can the teacher see any benefits when working with the strategies? Is it possible to see any differences among the students' results, before and after completed intervention? Method: The results have been collected through observations and qualitative interviews, which make this a qualitative study. The reading test is the quantitative part of the study. The results show that the three strategies, in different ways, support the reading comprehension for all pupils in the class and the children with learning disabilities. The children with learning disabilities mostly find different things in the strategies that can support their reading comprehension. To activate prior knowledge and to structure information were the strategies that the teacher and the children with learning disabilities experienced took too long. Both the teacher and the children with learning disabilities felt that the strategy to record contents was the easiest to follow through. The results from the reading test could unfortunately not say anything about the children's reading comprehension development, since it did not test reading comprehension, but decoding and speed of reading.

Place, publisher, year, edition, pages
Keyword [en]
reading comprehension, reading instruction, reading improvement
Keyword [sv]
lässtrategier, elever i behov av särskilt stöd
National Category
Pedagogical Work
URN: urn:nbn:se:umu:diva-100094OAI: diva2:790110
External cooperation
Lycksele kommun
Subject / course
Examensarbete Speciallärarprogrammet
Educational program
Postgraduate Diploma in Special Needs Training
Available from: 2015-03-04 Created: 2015-02-23 Last updated: 2015-03-04Bibliographically approved

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Examensarbete(1177 kB)160 downloads
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Edsmalm, Maria
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