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Läraren och läsundervisningen: En studie av åldersintegrerad pedagogisk praktik med sex- och sjuåringar
Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
1998 (Svenska)Doktorsavhandling, monografi (Övrigt vetenskapligt)Alternativ titel
The teacher and the reading instruction : A study of a mixed-age pedagogical practice with six- and seven-year old children (Engelska)
Abstract [en]

This dissertation is about reading instruction in six mixed-aged classes, called child schools, with six and seven year old children. The overall questions of this study were: How did the teachers in child schools organise work in general and reading instruction in particular? How did they handle for example the increasing range of variation concerning knowledge and skills that goes together with increasing variation of age? With respect to reading the investigation also examined the content of reading instruction and the extent to which teachers took into account those factors that, according to reading research, are important for the acquisition of reading skills? Overall the research aimed to examine how the reading ability of the pupils developed during their first years at school. Six child schools were included in the study. The data collection extended over three years and contained field studies, interviews with the staff and reading tests with the pupils. Reading theories were used to analyse the form of the reading instruction and Basil Bernstein's theory of visible and invisible pedagogy was used to analyse pedagogical practice in its context. With one exception a visible pedagogy dominated in all the child schools. During lessons designated "my own work" the pupils were allowed to plan their work. This weak framing allowed the pupils to sort themselves into groups of more or less successful learners. In reading instruction, elements of two different models for instruction were combined, e.g. the whole language and the basal reading approach. My conclusion is that this combination is effective in a mixed-age group. Pupils at different competence levels benefit from different approaches. The reading comprehension of the child school pupils did not differ from the levels obtained with comparable pupils in national surveys. The test results, like the learning conditions varied between the schools. In my view the test results were not merely a consequence of the instruction, but also of other circumstances that interacted with the pedagogy.

Ort, förlag, år, upplaga, sidor
Umeå: Umeå universitet , 1998. , s. 301
Serie
Akademiska avhandlingar vid Pedagogiska institutionen, Umeå universitet, ISSN 0281-6768 ; 47
Nyckelord [en]
reading instruction, visible and invisible pedagogy, mixed-age education, whole language approach, basal reading approach
Nationell ämneskategori
Pedagogik
Identifikatorer
URN: urn:nbn:se:umu:diva-16573ISBN: 91-7191-538-9 (tryckt)OAI: oai:DiVA.org:umu-16573DiVA, id: diva2:156246
Disputation
1998-12-11, Humanisthuset, hörsal E, Umeå universitet, Umeå, 10:00
Tillgänglig från: 2008-09-24 Skapad: 2008-09-24 Senast uppdaterad: 2018-06-09Bibliografiskt granskad

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Läraren och läsundervisningen(14711 kB)1033 nedladdningar
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Ahl, Astrid

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