Läsförståelsestrategier: En kvalitativ studie om lärares undervisning inom läsförståelse.
Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesisAlternative title
Strategies for reading comprehension : A qualitative study of reading comprehension teaching (English)
International reading comprehension studies, like PISA and PIRLS, state that the reading comprehension of Swedish students has decreased significantly since 2000. Most pupils learn how to use reading strategies during their first years of school. Pupils who don’t do that will have difficulties understanding written data. The basis of this study is an observation research based on some teaching program for reading comprehension teaching, called Reciprocal teaching, Transactional Strategies Instruction, Concept Oriented Reading Instruction and Questioning the Author. I wanted to find out how some teachers educate pupils in reading comprehension and how the teachers use these strategies themselves in the classroom. The results show that some teachers model the strategies and teach them to their pupils, but most of them just use it themselves. The most common strategy is asking questions and some strategies are not observed at all in the study. The teachers don’t change the way they are teaching if they have pupils with learning disabilities included in the classroom.
Place, publisher, year, edition, pages
Reciprocal Teaching RT, transaktionell strategiundervisning TSI, begreppsorienterad undervisning CORI, Questioning the Author QtA, läsförståelseundervisning, läsförståelsestrategier.
IdentifiersURN: urn:nbn:se:umu:diva-85655OAI: oai:DiVA.org:umu-85655DiVA: diva2:696710
Subject / course
Postgraduate Diploma in Special Needs Training