This essay studied how six girls experienced their reading development during their college education in male-dominated profession programs. The issues assumed were how they experience their literature reading and literature education and what happened with their interest in reading. The theoretical frame included researchers Säljö, Rosenblatt, Gun Malmgren, Olin-Scheller, Ulfgaard and Molloy.The study showed that most of the girls felt their reading had worsened but not because of their male classmates but because of school. They had a lot of homework and participated in so many different school projects which would be completed that there was no time to reading for pleasure. The girls did not like the teachers? literate sample and did not like the methods used in learning literature.

The purpose of this study was to, from the teacher's point of view; discover pupils with reading difficulties in connection with text assignments in mathematics, the teacher's support for these students, if difficulties coincide and whether it's the mathematics teacher's responsibility to make sure pupils with reading difficulties develop their reading ability. The study is based on a qualitative method and five semistructured interviews with mathematics teachers and one language support teacher.The result shows there is a strong connection between the pupils' reading ability and their ability to manage text assignments in mathematics. A weak reading ability affects the pupil in a negative way when solving text assignments in mathematics due to wrong reading technique if the teacher is absent. It is not unusual that reading difficulties and mathematics difficulties coincide. The teacher's most important role in the learning process is to teach the pupils understanding about the reading technique in different ways and to give the pupils opportunity to get spoken texts.

The aim of this Master?s thesis is to investigate the meaning the reading group of the public library has to a number of users. To fulfill the aim the following three questions have been formulated: 1) What do a number of users expect from the reading group of the public library? 2) Which approach/attitude or approaches/attitudes do a number of users have to reading and to talking about reading? 3) How do a number of users experience the ongoing reading group?The research is founded on qualitative interviews with five users that take part in three different reading groups in public libraries. The theories that are used is the theory of three so called strategies - the pragmatic, the traditionalistic, the emancipatory ? and the theory of flow.

The aim of the study is to investigate how teachers in grades 1­­­­­­­­­­­?3 use reading aloud to develop the pupils? reading comprehension and how they reflect on the method. The study is based on interviews with four teachers, all of them working in these grades. The interviews have been interpreted hermeneutically and the statements compiled in accordance with the aim and research questions. The results indicate that all the teachers are aware that reading aloud can be used as a resource to develop pupils? reading comprehension.

This work concerns children with reading- and writing difficulties/dyslexia. My purpose is to investigate the practical experience of teachers as well as their everyday work with these children.My questions are:How do teachers work with children aged 4-9 who have reading- and writing difficulties/dyslexia?Which various teaching aids exist for children who have reading- and writing difficulties/dyslexia?Which subjects are affected by reading- and writing difficulties/dyslexia?To answer the above questions I have used the qualitative method. I have performed interviews and observations. Previous research has shown that reading- and writing difficulties/dyslexia is one of our most common disabilities.

This thesis aims to investigate how the interests of women are handled in political parties whose opinion programs are based on class interests. The essay constructs a theoretical framework, which shows that the descriptive representation of women is a prerequisite for their subjective interests being represented, however not a guarantee.By studying how the Social Democratic party deals with the demands from the Women's federation, the empirical material sheds light on the theoretical discussion. The study's methodological foundation consists of an ideology critical textual analysis, which focuses on the debate on the design of parental allowance that took place within the party during 2005. During the party's congress the women's federation advocated a proposition for increased individualization of the parental allowance, however the party did not accept it. The analysis confirms the theoretical argumentation that descriptive representation is not a guarantee for the representation of women's interests.

This thesis presents and evaluates a project, undertaken in 2001 by a librarian the writer of this thesis and a teacher. We met with a number of adults with reading and writing disabilities, and presented and discussed books and experiences of reading, with the aim to increase their joy of reading, as well as finding out more about our own ways of co-operating with each other across our professional borders. The documentation and evaluation emphasizes on the process and the results of the project, and on our own participation, by asking the following questions: How did we carry out the project? What obstacles did we meet? What went well/wrong? What did we achieve related to our goals? In order to illuminate the project from different angles, consequences of reading and writing disabilities for adults are discussed, as well as the specific nature of adult education and projects more or less related to ours. Action research is chosen as a method, because it allows the process of the project, and our own learning process, to be exposed.

The aim of this Master?s thesis is to examine how nuns regard reading. The reading of the Bible is a regular element in their everyday life. This study however, focuses mainly on the nuns? self-chosen reading beyond the reading of the Bible.

A study around some fourteen and fifteen year old boys, who are interested in reading. It is about their reading and library habits, what has created their interest and where they acquire access to literature. A certain amount deals with the habits of the boys? school-friends in this subject. The result compares with earlier made reports.

 AbstractMy curiosity of students' use of images for reading led me to seek knowledge of the students view on the text illustrations in the literature and through interviews. This study is about how pupils in the school year 2 experience reading, especially with images. The purpose is to investigate the significance of illustrations in reading for students in school year 2. I also want to find out how students see themselves as readers and how the survey material believes that the students comprehend reading. Eight children, both girls and boys have participated in the interview.

The aim of this research review is to map research about how children relate to nonfiction, and how adults, represented by parents, librarians and teachers, relate to children?s nonfiction and its possible purposes, and also the similarities and differences between them, according to current research.A theory of three different ways to look at reading is applied to the material concerning adults? views of children?s nonfiction. To show children?s views, themes are extracted from the research material, using an analysis model of four different ways to read.Studies show that most children as well as adults perceive children?s nonfiction in a traditional way as a means to gain knowledge and facts, and primarily related to school work.Nonfiction can also help children with reading difficulties to practise reading, by stimulating their interests. Many children read nonfiction because they prefer to read ?real stories? about actual people and events.

The aim of the study is to investigate what pupils in grade 1 think about reading aloud, reading alone, the selection of books, and the significance of reading. A subsidiary aimwas to examine the relation between the pupils? experiences of reading in the home andtheir ability to discuss a text they have read. A sidetrack in the study aimed to see whether the pupils? experiences of reading in the home affected their outlook on readingin general.

The aim of this thesis was to examine the ways in which librarianswork to stimulate the joy of reading in boys. Four children- andschool librarians were chosen for interviews in which they wereasked questions about boys' reading and the approaches they usedto help boys. The librarians were asked if they perceived boys'reading as problematic, what methods they used to stimulate thejoy of reading and if they thought it would be helpful to work withboys and girls in different ways. They were asked what theythought was the biggest challenges in changing the boys? attitudestowards reading and what they would do if they could choosefreely without any constraints in time or money.Aidan Chambers' "The circle of reading" was used to compare atheory about reading to the ways in wich the librarians worked andtheir thoughts about how to initiate reading.

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 aim of this Masters thesis is to investigate the factors that contribute to childrens feelings of enjoyment and wellbeing while reading pleasure reading. The research is founded on qualitative interviews with eight children aged between 9 and 12 years. In the review of the literature different theories of reading experiences are examined and the theory of flow is used to analyse and interpret childrens statements of reading experiences. The theory of flow has not been developed to investigate reading but aims to describe and explain when and how people experience happiness and joy. The results of this study reveal that many different factors influence childrens reading.