Change search
ReferencesLink to record
Permanent link

Direct link
Varför knackar han inte bara på?: en studie om arbete med läsförståelse i åk 1-2
Umeå University, Faculty of Arts, Department of language studies.
2013 (Swedish)Licentiate thesis, monograph (Other academic)
Abstract [en]

The aim of this study was to describe, analyze and explore how five teachers work with reading comprehension in grade one and grade two, ages 7 and 8. My approach was ethnographically inspired and data was collected through observations, teachers´ diaries and interviews. The findings indicate that in the observed teachers´ classroom students' language skills were central. In order to teach the students how to use strategies in their own reading, teachers trained the students to use strategies while reading aloud to them. When reading aloud to the students, focus was on reading comprehension but sometimes texts were used by the teachers as tools to teach strategies.  The teachers seemed to think that students first have to learn to read (decode) before working with strategies for reading comprehension during individual reading. In the classrooms a substantial amount of time was spent on dialogue, both before as well as during reading texts aloud. When the teachers asked questions, vocabulary was often focused. The teachers also asked about spelling and punctuation in the text. The questions were mostly aimed at controlling or inferencing the children but the teachers also asked questions where factual knowledge was needed. Regardless of the type of questions the teacher poses, the students respond with comments or inferences. The types of questions that the teacher asked of a text tend to be dominant when the children were invited to ask questions themselves. The teachers in the study were pleased with the students' development and performance in reading comprehension and the students seemed interested to read themselves and to listening to the teachers reading aloud. Children used reading comprehension strategies when listening to teachers reading, but it is unclear to what extent they use it to their individual reading.

Place, publisher, year, edition, pages
Umeå: Umeå universitet , 2013. , 119 p.
Umeå studies in language and literature, 19
, Licentiatavhandlingar i pedagogiskt arbete, ISSN 1654-2088 ; 7
Keyword [en]
reading comprehension strategies, literacy discourses, a balanced approach, primary years
Keyword [sv]
läsförståelsestrategier, literacydiskurser, lågstadiet
National Category
Languages and Literature
Research subject
educational work
URN: urn:nbn:se:umu:diva-73108ISBN: 978-91-7459-575-8OAI: diva2:629481
2013-05-31, Bt 102, Beteendevetarhuset, Umeå universitet, Umeå, 13:15 (Swedish)

I verket anges serien Studier i pedagogiskt arbete.

Available from: 2013-06-24 Created: 2013-06-17 Last updated: 2013-06-24Bibliographically approved

Open Access in DiVA

fulltext(1148 kB)3222 downloads
File information
File name FULLTEXT01.pdfFile size 1148 kBChecksum SHA-512
Type fulltextMimetype application/pdf

Search in DiVA

By author/editor
Eckeskog, Helena
By organisation
Department of language studies
Languages and Literature

Search outside of DiVA

GoogleGoogle Scholar
Total: 3222 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: 3716 hits
ReferencesLink to record
Permanent link

Direct link