"Cowboyen fångar kossor och sånt": Läsförståelsestrategier i årskurs 2 utifrån materialet "En läsande klass"
Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
"The cowboy captures cows and suchlike" : Reading comprehension strategies in school year 2 by the teaching material "A Reading Class" (English)
The aim of the study is to examine which reading comprehension strategies by the teaching material "A Reading Class" a teacher in second grade tutors about and how the teacher tutors, and which reading comprehension strategies pupils in second grade state that they use when they read on their own, and in what whey they use those reading comprehension strategies.
Therefore this study proceeds from the following questions:
- Which reading comprehension strategies does the teacher tutor about and how does the teacher tutor about those strategies?
- Which reading comprehension strategies do the pupils state that they are using when they are reading on their own?
- How do the pupils use the reading comprehension strategies when they read on their own, according to themselves?
The investigation is based on three observations of the tutoring about reading comprehension strategies and six interviews with a total of eleven pupils. The theoretical basis is composed of theories about the sociocultural perspective, scaffolding, zone of proximal development and reciprocal teaching. The result showed that the teacher tutored about the reading comprehension strategies: predicting, clarifying, questioning and summarizing. She encouraged the pupils to create inner images and to make text connections (text-to-self, text- to-text, text-to-world). She tutored about the strategies by the model "think aloud".
The pupils seem to use the strategies predicting and clarifying most frequently when they are reading on their own but also creating inner images. For example, they use the strategy predicting when they are choosing books to read and the strategy clarifying when they don’t understand words while they are reading. A lot of the pupils seem to have trouble explaining how to use the strategy summarizing, and also seem to find it hard to summarize after reading, but skillful readers seem to accomplish that better than less skillful readers. The pupils seem to use the reading comprehension strategies in greater occurrence when they are reading on their own than they are aware of.
Place, publisher, year, edition, pages
2016. , 37 p.
reading comprehension strategies, scaffolding, reciprocal teaching
läsförståelsestrategier, stöttning, reciprok undervisning
IdentifiersURN: urn:nbn:se:sh:diva-30211OAI: oai:DiVA.org:sh-30211DiVA: diva2:933141
Subject / course
UppsokSocial and Behavioural Science, Law
Jonsson, Eva, Högskolelektor
Bohlin, Henrik, Högskolelektor