The purpose of this master?s thesis is to examine how librarians perceive the importance of staff reading groups in helping to make fiction more accessible to adult users of public libraries. The study also examines how librarians perceive the learning processes in such groups, and what these learning processes involve and how they appear. The empirical data was acquired via observations of four staff reading groups and interviews with seven public librarians who took part in the groups. In part, the empirical data is interpreted by means of Lena Wilhelmsson?s analytical tool, which deals with changes of perspective within an organised group.

The purpose of this work is to explore how to work with early reading and writing and find out what really comes first of the two. The work also involves the best known literacy learning methods and deals with methods to work around reading and writing. I have read previous research on the subject and watched a movie from our AV-central on children?s early language development. It includes an interview with two professors of education, Mats Myrberg and Mats Ekholm where they talk about the pros and cons of early learning literacy. My research is based on literary sources and interviews with educators who work with reading and writing in the early years. The results showed that even if a teacher tries to work with early writing skills we still remain in the traditional school, beginning with learning how to read.

Today, there are more than 12 000-14 000 farms worldwide using an automatic milking system (AMS). Studies have shown that transition to AMS affects the udder health of cows adversely, recognized primarily as elevated somatic cell counts. There are several reasons for this, for example the greater variation in milking frequency seen in AMS. On one hand, short milking intervals may lead to bad teat condition of the cows due to the stress the milking procedure exposes the teats to. Too long milking intervals, on the other hand, seem to predispose for milk leakage, which is, in turn, a risk factor for the development of mastitis.

 This study examines the way Swedish students in Upper Secondary School respond to two excerpts from a classic Swedish novel. The paper?s aim is both to give an overview over some of the theoretical concepts concerning the field of reader-response criticism, and to describe and analyse what the students experience in their first meeting with an older text. The background to my interest is the many studies showing that young readers regard reading of fiction in school as boring. By using the method of written reading responses I want to contribute to a deeper understanding of how an older text can be received, understood and engage its readers.

The purpose of this master thesis is to show how a chosen actor in form of the Swedish union organization IF Metall (the Swedish union for metal- and industrial workers) works with pro-reading activities. The project being scrutinized is the Read to me dad-project which aims at fathers who are not used to reading activities within the LO-group (the Swedish Trade Union Confederation). The methods used are interviews and literary studies. The theoretical background of my discussion is based on three education ideals. The neo-humanist ideal emphasizes the personal improvement through literature.

In this essay, I have examined what has been studied and presented in the theory of ICT in schools. I have based my theory on Arne Trageton?s book Att skriva sig till läsning ? IKT i förskoleklass och skola (2005) and theories on children?s reading and writing development.The purpose of this study is to determine how teachers and children experience teaching with Trageton?s ICT-based model Att skriva sig till läsning and whether the model is beneficial for children's first reading and writing.Through qualitative interviews with two pedagogues from the same school and some children from first grade, I have received answers to my two questions:How do pedagogues and children experience ICT-based teaching in the context of children's first reading and writing?How do pedagogues experience the reading and writing development in first- and second-language students when using ICT-based teaching?The results showed that both pedagogues and children were positive about the model in which the computer was used as a writing tool in learning to read and write. The teachers felt that the model was suitable for all children according to their conditions.The children saw the writing as very enjoyable. For the ICT-based teaching to work properly, the technology has great significance.

The purpose of this report is to contribute with knowledge about the views within special education. I want to explore and compare the way students with special needs are approached within two different pedagogies in Sweden: Waldorf pedagogy and Montessori pedagogy.I have closely studied these pedagogies, read the literature from existing research and also by conducting two interviews with a representative from each pedagogy Both pedagogies claim that their teaching methods are most suitable for children with reading and writing difficulties..The Waldorf pedagogy was founded in 1919 in Germany by Rudolf Steiner. The pedagogy believes in the development of the students into independent children who can use their bodies as a tool for the learning of knowledge. The Montessori pedagogy was also founded in the beginning of the nineteenth century and stands for developing the students into independent individuals. However, the pedagogical approach to reading, writing and dyslexia is different.

Today, literature is published in a wide variety of formats, it can be published digitally or in the more traditional paper format or as an audiobook. This thesis aims to take a closer look at fan fiction readers? reading habits and motivations for reading, as group accustomed to using different kinds of formats for their reading. It does so by analyzing fifteen responses to an online survey using only open-ended questions. The survey was posted online on fan fiction sites and could be answered anonymously.

The purpose of this thesis is to examine how young women create their feminine gender positions in relation to their reading. Using qualitative research methods the empirical material has been collected through so called reflexive interviews with eight young women aged 15-17. From their statements the empirical material has been divided into five themes that are important to the young women, as well as to the formulation of the problem. This constitutes the model of analysis. The analysis has been conducted through an examination of these themes from a gender theoretical perspective and through the application of theories about reading and gender.

The aim of this Bachelor thesis is to gain an insight into whatgirls and boys choose to read in their spare time. Thetheoretical perspective with which the subject matter isviewed is that of gender and genre. I would like to see ifthere are differences or similarities in their choice of genre.The material stems from a promotional reading projectconducted in the summer of 2012 aimed at children in theage group 6-16. The number of participation children were146 an 730 books were read. They were divided into agegroups and genres respectively.The analytical method is a quantitative and qualitativecontent analysis.

The capacity to process and to remember information is a basic condition for language ability and for coming reading ability. Reading ability is strongly connected to phonological awareness, receptive vocabulary knowledge and working memory capacity. In what way hearing impairment in children affects development of cognitive skills and later on reading ability is an area that has attracted minor attention for research.The aim with this study was to investigate changes in cognitive skills and reading ability in children with mild or moderate hearing impairment after one year of progress and furthermore if any connections between any increases of the abilities were to be found. Comparisons were made with results from age adequate normal hearing children. Moreover prosodic ability on word-level was tested this year.

This thesis investigates collaboration between teachers and librarians concerning reading support activities in senior high schools in Sweden. The following questions were posed: 1. How do the teachers and school librarians cooperate when it comes to promoting reading? 2. To what degree of cooperation is that? And how is the level of cooperation perceived? 3.

Stump wood is a hot alternative when the heating plants demands more and more forest fuel. The aim with the study has bean to calculate the costs in four different systems for transportations of stump wood, examine if there are any differences in fuel quality for the stump wood in the different systems, analyse if the fuel quality in stump wood is affected with the time it lays by the road side and how much space the stump wood demands on the road side. To calculate the costs for the different systems a system analysis was carried out, where some of the costs were collected through field studies on Holmen Skog stump experiment and other costs were collected from literature and contacts. Data for the fuel quality study was collected from Eons heat plant in Norrköping. Data for the study of how much space stump wood takes along a roadside was collected from field studies.

The purpose of this study was to examine what students themselves think about using computers in school. The study was conducted in a school in central Sweden. The students in focus were students with reading and writing difficulties, dyslexia or language difficulties such as an other native language. A total of eight students were interviewed. The interviews were analyzed using thematic analysis.

The aim of this work is to examine how a number of class teachers reason about and find their work while teaching students who have reading and writing difficulties / dyslexia. The empirical study was intended to answer the question based on three questions.The work is based on a qualitative method as empirical material gathered in semi-structured interviews. Six classroom teachers, one male and five female teachers were interviewed. The interviewees were from six different schools in Stockholm Municipality and were between 27-61 years old.Most of the classroom teachers feel that there are approximately 4-5 students with reading and writing difficulties / dyslexia in each class. Half of the teachers feel that students with dyslexia may be different as they are quiet, unsecure and shy.