Purpose: Reading aloud to children and having a conversation about a book, which is read to them, has attracted much attention as important factors that influence children's language development. Language development for children is one of the most important tasks that the preschool- teachers have, and according to ?Läroplanet?, all children must have the opportunity to develop their language. The aim of this study was to examine how reading aloud, and by letting them speak about a certain book, ?boksamtal? impacts preschool-children`s ability to develop their language according to preschool- teachers.Method: I have used a qualitative method by interviewing four preschool- teachers.

It is not uncommon for math difficulties and reading difficulties to occur simultaneously. Despite this, math and reading difficulties are thought to have different cognitive profiles where math difficulties are linked to number sense; an innate ability to understand, approximate and manipulate both quantities and numerical information, whereas reading difficulties are linked to phonological ability; an innate ability to understand, create representations of and manipulate phonological information. A possible link between the difficulties is that phonological abilities also could affect mathematical ability. Support for this comes from studies where comorbid math and reading difficulties are associated with more severe difficulties in arithmetic ability compared to those with isolated math difficulties. The purpose of this study is to examine whether isolated math difficulties, isolated reading difficulties and comorbid math and reading difficulties can be linked to deficits in number sense, phonological ability or both of these, and whether comorbid math and reading difficulties differ in performance in mathematical tasks compared to isolated math difficulties for children in second grade.

Previous research shows that Swedish teenagers? reading of fiction have decreased during the last decade (Skolverket 2006). As future librarians we found ourselves asking why, and an interest to look into this was triggered. The purpose of this Bachelor thesis is therefore to examine why teenagers? reading of fiction is decreasing. Focus lies on students? perception of their own reading, both inside and outside the school environment.

The purpose of this Master?s thesis is to examine the function of public libraries on the social web, focusing on reading promotion and reading stimulation. For an understanding of the larger context regarding public libraries on the social web, we conducted online interviews via email with people in the Swedish library profession, together with a content analysis of various texts on the subject found in library journals and on the Internet. Furthermore to identify the public library's practice on reading promotion and reading stimulation on the social web, we did interviews with librarians at a public library on their use of a blog for this purpose, together with a questionnaire handed out to the library's users on their use and conceptions of the blog.The conceptual framework of this study consists of four key aspects in the theoretical and empirical definition of Library 2.0 presented by Holmberg, Huvila and Widén-Wulff. The results showed that the public library can create a substantial value through its use of the social web, but it?s necessary to have a clear vision of the desired outcome.

Syftet med min praktikresa till en skola på Nya Zeeland var att observera deras undervisningssystem för läs- och skrivinlärning och då framför allt specialmodellen Reading Recovery. Utifrån delar av deras metod skulle jag utforma ett förslag på arbetsmodell, som kunde användas i den svenska skolan för att hjälpa lässvaga elever. Praktiktiden delades mellan klasserna 1-3 bestående av elever mellan 5 och 7 år samt med dagliga lektioner i Reading Recovery. Jag gjorde intervjuer med både elever, lärare och föräldrar med erfarenhet av Reading Recovery. Under mina observationer har jag funnit att den nya zeeländska skolan har en väl utvecklad och fungerande metod för läs och skrivinlärning och utifrån detta har jag utarbetat ett förslag på metoder som jag funnit användbara.

The aim of this master?s thesis is to investigate how adults describe their individual reading experiences, on the basis of their own reflections by keeping a reading diary. Reading diaries kept during two months and a qualitative questionnaire for each of our nine motivated and advanced adult readers, were analyzed by using qualitative content analysis. The study was carried out on the Internet. The theoretical framework that served as a point of departure is Ross? and Chelton?s model for the process of choosing a book to read for pleasure, Nussbaum?s moral philosophy and thesis ?Reading for life? and Mukar?ovský?s theory of the aesthetic value.

The aim of this Master?s thesis is to examine how a person?s library use and reading can change with time. It also examines how different factors in a person?s context or in the life situation can affect these activities. The analysis is based upon qualitative interviews with three persons, two women and one man between 67 and 69 years of age.

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.

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.

The purpose of this essay is to establish whether the so called ?soup trilogy?, med en burk soppa (2001), konservöppnare bok (2003) and på burklös mark (2005), written by Swedish-speaking Finn Stefan Hammarén is to be considered as surrealism or not. The methods used to determinate this is close reading, a technique used for finding a text?s distinguishable traits, and comparative analysis. First of all, the criteria of surrealist literature found in André Breton?s (1896-1966) Surrealist Manifesto, and other sources, as well as the criteria for the surrealist literary technique cut-up are presented and evaluated accordingly.

The aim of this Master?s thesis is to investigate if the reading habits of teacher students are influenced by merit and descent. The empiric material consists of six questionnaires answered by students at the teacher training with Swedish at the upper secondary school as their first topic. The questionnaire comprised questions about reading habits in the childhood and today and information concerning merits and descent.Pierre Bourdieu?s sociological ideas about cultural capital transmitted from parent to child and the concept of habitus are used as a theoretical framework regarding descent.

In the discourse of teaching it?s often mentioned that the pupil?s previous knowledge and experience plays an important part in the process of learning. For the teachers it?s in general crucial to be familiar with their pupils abilities and skills, talents and shortcomings in order to successfully teach them. Knowledge and an understanding of their pupils, also helps the teacher to organize and customize a successful teaching for each individual.

AbstractThis paper aims to examine reading comprehension among Swedish Upper Secondary Schoolstudents who are doing their last school year. My research questions are if the students havesufficient reading comprehension to cope with university studies and higher educationaccording to a comprehension test and if there is a difference between students who studiedSwedish B course or Swedish as a second language B course. Furthermore it involves issuesof differences in results depending on gender and if the second-language students were bornin Sweden or abroad.To get answers to my questions, I let 112 students in my survey carry out the readingcomprehension part of the TISUS test, observed several test sessions, and interviewed 24students who participated in the test. The result shows that most students have difficultieswith the reading comprehension, and probably would find it difficult to study at universitiesor colleges. There are major differences in the results between the Swedish B-students andSwedish as a second language students, but also within these groupings.

This two years master?s thesis is about book circles for children, arranged by the public libraries in Sweden. The purpose is to gain knowledge about how children experience their participation in book circles, and how they experience their own reading. It focuses on children aged 10 to 12 years, and their leisure reading. The research questions are: What are the book circles? function for the participants? How and why do the children read? What kind of literature do they like? Do the children experience that their reading has developed through their participation in the book circles? What parts of the reading process do the book circles influence?The theoretical framework is threefold.

The purpose of this paper is to examine the narrative in You are a bad man, mr Gum! to be able to understand and explain the intermedial aspects of the work. I assume an intermedial, narratological and reception theory perspective in my analysis. The method of close reading is used combined with a reader-oriented perspective. I examine the medial aspects of the chosen work through the pictures, the text, and the iconicity of the typographical pattern of the text. To reach my goal, the following questions are dealt with: What is the character of the narration? How do the various media interact in the production of meaning? What is the relationship between the text and the implicit reader? What is the narratological difference between reading the book aloud and silently? The theoretical framework f the paper consists of narratological and intermedial theories.