Swedish students' knowledge of both mathematics and reading Comprehension has deteriorated in recent years. Scientists are discussing whether there is a connection between these areas and that the pupils deteriorating math skills may have something to do with their increasingly lower results in terms of reading Comprehension. To investigate this possible connection, I conducted a survey among students in ninth grade and have come to the conclusion that the scientists are right: this connection absolutely exist. Students who received a high score on tasks designed to test students' mathematical problem-solving skills, also received high results on the reading Comprehension test. And students who received a poor performance on the problem-solving tasks, were also low performers in the reading Comprehension test.

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.

My point of origin concerning this thesis was an interest for how school may develop students? reading Comprehension. International surveys show that the results for Swedish students? performance regarding reading Comprehension have declined and the current curriculum, Lgr-11, emphasizes the importance of incorporating this into all school subjects. The special teacher education programme has raised the awareness concerning the importance of including the students and that learning is achieved in an interactive setting.

Most pupils learn good reading strategies during their first years at school. Pupils who don´t do that will have difficulties understanding written data. As the pupils meet text filled with lots of data they will have difficulties understanding the written text. International studies show that the rusults of Swedish pupils are dropping. This issue got me thinking: What help is given to those pupils with difficulties so that their reading Comprehension will increase? Are the teachers actively teaching reading Comprehensions and in that case how and when? By observing two teahers of intermediate level, I wanted to find out how theachers help pupils with reading Comprehension.

My point of origin concerning this thesis was an interest for how school may develop students? reading Comprehension. International surveys show that the results for Swedish students? performance regarding reading Comprehension have declined and the current curriculum, Lgr-11, emphasizes the importance of incorporating this into all school subjects. The special teacher education programme has raised the awareness concerning the importance of including the students and that learning is achieved in an interactive setting.

This examination project is an investigation about the opinion and Comprehension for political engagement of four young municipal politicians. The purpose with this project is to describe and understand the pronounced Comprehension for political engagement. There is also an intention to investigate the educational in discussing political engagement with students in social studies at upper secondary school. The method that has been used is ?map of conceptions? because of its appropriate way to elucidate the Comprehension and understanding of a certain subject. Those four young municipal politicians see political engagement as the will to improve the community. There is also an importance to have a large engagement in more areas than just one.

My point of origin concerning this thesis was an interest for how school may develop students? reading Comprehension. International surveys show that the results for Swedish students? performance regarding reading Comprehension have declined and the current curriculum, Lgr-11, emphasizes the importance of incorporating this into all school subjects. The special teacher education programme has raised the awareness concerning the importance of including the students and that learning is achieved in an interactive setting.

The main purpose of this study has been to survey the pupils? general Comprehension of the content and aim of Swedish as a subject in upper secondary school and their attitude towards the subject. Furthermore the study aims at discerning whether there is a distinguishable difference between programmes with vocational and academic character.The study is based on the results of 101 answers from students in an opinion poll handed out at a Western Swedish upper secondary school. Throughout the analysis the results of the two programme groups have been weighed against each other. The result of the survey shows that:? The understanding of the aim and content of Swedish at upper secondary school is acceptable as a whole.

Studies show that some pupils with ASD (autism spectrum disorder) can have difficulties in understanding written texts. The present study seeks to examine whether pupils with ASD differ in their reading Comprehension of a factual text and a literary text. Another aim of the study is to obtain a picture of the reading habits of high school pupils with ASD, what reading strategies they use, and how they work with texts in Swedish lessons in school.The study uses texts from PISA surveys from 2009 and 2000. The factual text Varmluftsballongen (The Hot-air Balloon) was taken from the try-out for the 2009 survey and the literary text Gåvan (The Gift) was taken from the 2000 PISA survey. To gain some idea of the pupils? reading Comprehension of the texts, the present study used the tasks accompanying the texts, with certain changes in the questions about the text on the hot-air balloon.

The aim of this study was to investigate how four middle school teachers use and process the contents in read-aloud books, to stimulate the pupils interest in reading and increase reading Comprehension. A qualitative approach was used to collect data, through interviews and observations. The findings show that all of the teachers work with read-aloud books regularly. The teachers state that read-aloud books have a positive effect on pupils language, vocabulary, reading Comprehension, imagination and ability to reflect. The teachers have three distinctive purposes with read aloud-books, a moment of relaxation, create an interest in books and increase the pupils reading Comprehension.

Studies show that some pupils with ASD (autism spectrum disorder) can have difficulties in understanding written texts. The present study seeks to examine whether pupils with ASD differ in their reading Comprehension of a factual text and a literary text. Another aim of the study is to obtain a picture of the reading habits of high school pupils with ASD, what reading strategies they use, and how they work with texts in Swedish lessons in school.The study uses texts from PISA surveys from 2009 and 2000. The factual text Varmluftsballongen (The Hot-air Balloon) was taken from the try-out for the 2009 survey and the literary text Gåvan (The Gift) was taken from the 2000 PISA survey. To gain some idea of the pupils? reading Comprehension of the texts, the present study used the tasks accompanying the texts, with certain changes in the questions about the text on the hot-air balloon.

International reading Comprehension studies, like PIRLS and PISA, state that the reading Comprehension of Swedish students has decreased significantly since 2000. As a consequence, the National Agency of Education has made reading Comprehension teaching a prioritised field in terms of further education for teachers. There has also been a change in Lgr 11, the national curriculum for compulsory school, where it is stated that teaching in reading strategies shall be a part of the central content throughout compulsory school. When the pupils reach upper secondary school level, reading Comprehension education is no longer a part of the curriculum. Today, students at upper secondary school for individuals with learning disabilities currently share the same curriculum as the ordinary upper secondary school.

This essay is a combination of an interview, survey and an observation that involves seven different teachers and thirty-eight pupils in a school situated in a suburb of Stockholm. The purpose of my research is an attempt to give a picture of how a team of teachers in a primary school act together when teaching maths, as the majority of the pupils have another mother tounge than Swedish. Yet another purpose of this essay is to examine what possibilities this team of teachers have in trying to develop the Swedish language within other bilingual pupils and at the same time develop their math Comprehension. I have chosen to initiate the theoreti-cal starting point through the points of Rodell-Olgac & Rönnberg & Rönnberg; these authors discuss the importance of language Comprehension when it comes to developing ones math skills. I have reached the conclusion in my examination that it is important to raise the impor-tance of language Comprehension within math-education.

Previous studies shows that high-intensity aphasia interventiongives better results than intervention that is less intense. This study evaluateda working model at a hospital in Gothenburg which involve related personsin intervention. The model prescribes daily training in the home. The caseseries design study investigated the effect of intervention on auditoryComprehension, impact on participation and examined how the relatedperson judged that communication was affected. Four participants withsevere aphasia received intervention for 16 weeks, 8 of which includedintensive training at home and at the clinic, while 8 weeks only includedclinical intervention.

This essay, called Motivation and reading Comprehension, is a study of the correlation between the motivation to read and the reading Comprehension of Swedish students in their final year of school before university level, meaning that they are eighteen or nineteen years old, sometimes more.The relation between the identity of the individual and the learning process has been a matter of scientific interest for some time, and this essay works in that tradition by investigating the connection between how pupils regard reading and how well developed their ability to decode text is.The reading Comprehension is measured through a test that consists of a text from the Swedish epic by Vilhelm Moberg, Invandrarna, where the reader at certain intervals throughout the text is asked to mark the correct word from a choice of three. This test has been used and evaluated extensively by Per Fröjd, who has found that the results are reliable and useful.To measure the motivation to read I?ve constructed a survey to be answered before taking the reading test. It focuses on three different parts of reading motivation that are noted as the most important ones by Ivar Bråten. These are the feeling of joy and interest for reading, the goal to acquire knowledge of a specific subject, and the expectations that you have on yourself as a reader.Results show a weak or non-existent correlation between the two factors for the whole of the subjects, but once those who have a first language other than Swedish are removed the correlation becomes significant.