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.

In this study, six teachers have been interviewed about their vision and teaching of Reading comprehension, both for pupils who has cleared the reading code and those who have not. The aim is to illustrate if teachers in middle school spend time to exercise Reading comprehension, or if this is left to the Swedish teachers. Thus only according to the subject Swedish, the students are entitled to be given the opportunity to develop reading strategies.The interviews are semi-structured based on qualitative research. The informants are three teachers of Swedish and three teachers of other subjects. Two different interview guides were used containing three questions.

The simple view of reading is a theory in which reading is divided into decoding and linguistic comprehension. The theory has been used to explain and to subgroup reading disabilities. Research has also investigated if additional factors are of relevance to reading. In the present study, decoding was divided into the factors orthographic decoding and phonological decoding, while comprehension was divided into word comprehension and grammatical comprehension. The purpose was to analyze these factors and their contribution to reading ability in children in fourth grade: one group with reading difficulties (n=36) and one group with typical reading ability (n=36).

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.

Do the principals who have the pedagogical responsibility of the school find Reading comprehension important? This is the underpinning of my thesis for the special teacher-training program. The survey was conducted through interviews with two principals. The results show that they believe Reading comprehension is important but it has not been given priority in the organization. The essay could form the basis for further research into reading habits, home environment influences and other factors that may contribute to improve Reading comprehension performance..

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.

To read and understand are essential competences for everyone in our society; at the same time Reading comprehension among Swedish pupils is on the decline. The Swedish school must therefore try to improve their instructions to increase the students' Reading comprehension. The aim of the study was to describe how three Reading comprehension strategies, if possible, could improve the Reading comprehension for the students, including children with learning disabilities, when reading texts of natural science in a third-grade class. The three strategies that were introduced were: to activate prior knowledge, to structure information and to record contents. The questions of the study were: How are the three strategies introduced in the classroom? Can the children with learning disabilities see any benefits for their Reading comprehension when working with the strategies? How do the children with learning disabilities experience working with the strategies? Can the teacher see any benefits when working with the strategies? Is it possible to see any differences among the students' results, before and after completed intervention? Method: The results have been collected through observations and qualitative interviews, which make this a qualitative study.

The aim of this study was to examine language abilities and their correlation to Reading comprehension in 12 year old children with mild tomoderate sensorineural hearing impairment. Eight children with mild to moderate hearing impairment were tested in listening comprehension, grammatical comprehension, receptive vocabulary, phonological short termmemory, word finding, semantic relations, Reading comprehension, comprehension of written words and decoding of words and non-words. The results were compared to results from a comparison group. The children with hearing impairment had significantly lower results in phonological short term memory and decoding. No significant difference was found between groups in Reading comprehension.

The aim of this study has been to get a better knowledge and understanding of the way teachers are working with Reading comprehension in the grades 1 and 2, which was done through description of 5 teachers way of working.The theoretical basis of this study grounds in the sociocultural perspective. I based my study on Vygotsky?s theory which claims that strategies transferred from adults to children through social interaction get internalised and then used independently. I have also made use of several theories that specifically deal with Reading comprehension that allowed me to identify this area of teaching as a complex one, consisting of several elements. In order to understand a text on a deeper level a reader has to be able to infer, or read between the lines.

Title: ?The letters jump?- to struggle with decoding and still understand what you are reading.Author: Maria EkUniversity of UmeåDepartment of EducationSupervisor: Asbjörg WestumExaminer: Fredrik KarlssonKeywords: Poor readers, Structured text talks, Reading strategies, Reading comprehension, Commitment and Motivation.During the past decades, Swedish studies show that Reading comprehension and skills in reading strategies have decreased. In secondary school for individuals with learning disabilities there has been a focus on care-taking rather than on comprehension in general, and on Reading comprehension in particular.The purpose of this study was to investigate whether Reciprocal Teaching would increase Reading comprehension and motivation among upper secondary school for individuals with learning disabilities. The study presents how three 17-year-old pupils and their teacher, discussed expository fact texts during twelve lessons using the reciprocal method combined with power point-presentations to get the students to read more actively with interferences and reflections. The ambition was to make the structured text talks as interesting as possible with texts easy to read, technical aids, structure to make the students feel security when reading and to get committed pupils with an increased interest in reading.The results show an increase in motivation in reading, and the students were more prone to take an active part in discussions..

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.

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 purpose ot this study is to investigate how two teachers of fifth grade say they are working with Reading comprehension in their teaching. Furthermore the aim is to investigate how the teachers' instruction in reading cmprehension expresses itself. The study was conducted from a teachers perspective and the questions that the stydy will answer are: How do two teachers in fifth grade believe they should teach in order to develop Reading comprehension among their own students, and what methods, activities and materials are the teachers using in order to develop students' reading omprehension in the educational practise. The methods used during the study were interviews and observations. The observations were made in order to complete the picture from the interviews.

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.

Research reports as PISA and PIRLS show that Reading comprehension among Swedish students have deteriorated in recent years and that girls have better Reading comprehension than boys. The basis for this study is Maj-Gun Johansson's Reading comprehension test done during the four years between the years 2005-2008 in the seventh grade in a municipality in Sweden. The main purpose of this study is to examine reading literacy in terms of the influence of content and form of texts viewed from a gender perspective. The study is divided into two parts. The first part is a survey on local Reading comprehension compared with results from a similar national text.