umu.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • 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
Intensivläsning: En interventionsstudie med upprepad läsning av ord och text
Umeå University, Faculty of Arts, Department of language studies.
2017 (Swedish)Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesisAlternative title
Intensive Reading : An intervention with repeated reading of word and text (English)
Abstract [en]

The aim of the study was to investigate if an intensive reading intervention based on decoding word and text through repeated reading could improve the students’ reading fluency and thereby their reading comprehension. Reading fluency can be defined as reading with suitable speed, good decoding and word recognition, by using prosody and showing understanding of what has been read. The method in the study was an experimental intervention combined with interviews with participating students. Eight students in grades 2 and 3 were included, and they were divided into two comparable groups, an intervention group and a control group. Pre- and post-test examined whether the intervention had effects on the students’ decoding and reading comprehension compared to the control students. The interviews explored how the students experienced the intervention and how they felt that the training affected their ability to read. The results showed that most of the students in the intervention-group improved their reading accuracy, which in turn may have affected their reading comprehension in a positive way. According to the interviews, the students experienced the activities mostly as meaningful and fun (with one negative thing, they missed class teaching) and they all think they have learned things that have been positive for their ability to read. In conclusion, this study proposes that an intensive reading intervention can be a good way for specialist teachers to assist students in their early reading development.

Place, publisher, year, edition, pages
2017.
Keyword [en]
Simple view of reading
Keyword [sv]
läsinlärning, avkodning, läsflyt, läsförståelse, motivation
National Category
Pedagogical Work
Identifiers
URN: urn:nbn:se:umu:diva-131957OAI: oai:DiVA.org:umu-131957DiVA: diva2:1077202
Subject / course
Examensarbete Speciallärarprogrammet
Educational program
Postgraduate Diploma in Special Needs Training
Supervisors
Examiners
Available from: 2017-02-27 Created: 2017-02-26 Last updated: 2017-02-27Bibliographically approved

Open Access in DiVA

fulltext(1169 kB)42 downloads
File information
File name FULLTEXT01.pdfFile size 1169 kBChecksum SHA-512
d2fdc423732e0e69ced9879d6bd446c49547aab1721cbbc20431832f57fd3d2233e35cd67fdefbf376b9bfaaa7c68eaf1f799add3fa30528188493ca52639849
Type fulltextMimetype application/pdf

By organisation
Department of language studies
Pedagogical Work

Search outside of DiVA

GoogleGoogle Scholar
Total: 42 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

Total: 115 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • 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