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Högläsning: ur fyra förskoleklasslärares perspektiv
Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
2015 (Swedish)Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesisAlternative title
Reading loudly : from four teachers’ point of view (English)
Abstract [en]

This study investigates four pre-school teachers point of view on loud-reading. The study aims to illuminate the pre-school teachers motive of reading loudly. The case study has been done with a socio-cultural perspective on teaching as a basic. I have chosen to use the qualitative interview technique in order to examine how teachers include loud-reading in their lessons. Informants claimed that reading-loudly nearly always is done in group, but how large the group is could vary of course. All of the teachers stated there were a lot of reasons for loud-reading. In spite of the informants claim that there are a lot of reasons to do so, the overall motive was to calm down the pupils. As for that the consensus was complete, whilst the reason for reading loudly spontaneously or plannedly did differ.

Place, publisher, year, edition, pages
2015. , 25 p.
Keyword [en]
Reading aloud, motive, preschool class, preschool teacher
Keyword [sv]
Högläsning, motiv, förskoleklass, förskoleklasslärare
National Category
General Literature Studies
URN: urn:nbn:se:lnu:diva-46999OAI: diva2:866441
Subject / course
Swedish Language
Educational program
Lärarprogrammet, inriktning mot verksamhet i grundskolans tidigare år
Available from: 2015-11-03 Created: 2015-11-02 Last updated: 2015-11-03Bibliographically approved

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