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Nivåanpassad intensivträning av läsförståelsestrategier: En interventionsstudie i åk 2
Umeå University, Faculty of Arts, Department of language studies.
2015 (Swedish)Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
Abstract [en]

The purpose of this study is to investigate whether intensive teaching of reading strategies at an individual level can affect reading comprehension for students in second grade. A quantitative method with quasi-experimental design is used. All students in the experimental class trained on reading comprehension strategies at their particular level five times each. Before and after training a reading comprehension test was made. The reference class did the same test. The study also examines whether students in reading difficulties are affected more or less by individualized intensive training compared with those who are more advanced when it comes to reading comprehension. The results show that the class with intensive training has increased its reading more than the reference class. The increase is small but consistent with previous research. The twenty-five percent of the students with the lowest results increased their reading comprehension more than other students. This suggests that it is the poor readers who benefit the most from intensive training adjusted to their level.

Place, publisher, year, edition, pages
Keyword [sv]
läsförståelse, lässtrategier, intensivundervisning, reciprocal teaching, läs- och skrivsvårigheter
National Category
Pedagogical Work
URN: urn:nbn:se:umu:diva-98994OAI: diva2:784897
Subject / course
Examensarbete Speciallärarprogrammet
Educational program
Postgraduate Diploma in Special Needs Training
Available from: 2015-02-09 Created: 2015-01-31 Last updated: 2015-02-09Bibliographically approved

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Nivåanpassad intensivträning av läsförståelsestrategier(936 kB)215 downloads
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