umu.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • 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
tre lärares syn på läsförståelse: en intervju- och observationsstudie
Umeå University, Faculty of Arts, Department of language studies.
2014 (Swedish)Independent thesis Advanced level (degree of Master (One Year)), 20 credits / 30 HE creditsStudent thesisAlternative title
Three teacher´s view on reading comprehension : an interview- and observational study (English)
Abstract [en]

The background to the study was to find out the view of three teachers on students reading comprehension. What strategies and methods are used by the teachers in the classroom when working with reading comprehension? How interaction between teacher and students happen when working with reading comprehension.   The theoretical research approach is based on a sociocultural perspective. Sociocultural perspective maintains that social interaction and cultural institutions, such as schools and classrooms have important roles to play in an individual’s cognitive growth and development. In sociocultural theories deriving from the Russian psychologist Lev Vygotsky, human activities, events, and actions cannot be separated from the context in which they occur so that context becomes an important issue in sociocultural research. The data were collected through interviews with three teachers in a suburb to Stockholm. They were recorded, transcribed and then analyzed. The interviews have also been supplemented with classroom observations in the teachers' classroom context at two different schools. During the observations I conducted ongoing memos during the lessons that were processed immediately after completing the observation. The teachers in the study have shown broad spectrum of strategies,  methods and approaches of developing students' reading comprehension. Many good and positive example of how learning takes place through interaction and dialogue have been observed. In contrast, teachers say they have a lack of skills on how to teach in reading comprehension and urge for more time for education.

Place, publisher, year, edition, pages
2014. , 44 p.
Keyword [sv]
Läsförståelseundervisning, textsamtal, dialogiskt klassrum, lässtrategier, sociokulturellt perspektiv
National Category
Pedagogical Work
Identifiers
URN: urn:nbn:se:umu:diva-87114OAI: oai:DiVA.org:umu-87114DiVA: diva2:706679
Subject / course
Examensarbete Speciallärarprogrammet
Educational program
Postgraduate Diploma in Special Needs Training
Supervisors
Examiners
Available from: 2014-03-21 Created: 2014-03-20 Last updated: 2014-03-21Bibliographically approved

Open Access in DiVA

fulltext(258 kB)390 downloads
File information
File name FULLTEXT01.pdfFile size 258 kBChecksum SHA-512
e4a7d0403d1efaeda85c648de46aaca6ae9cc60923c0931390f39f8fe39fb3186df5e725bd5f070e11f7b03144f20b9035b5d63252f9fcc8681b4a61887824d6
Type fulltextMimetype application/pdf

Search in DiVA

By author/editor
Grahne, Anna
By organisation
Department of language studies
Pedagogical Work

Search outside of DiVA

GoogleGoogle Scholar
Total: 390 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

urn-nbn

Altmetric score

urn-nbn
Total: 385 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • 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