The purpose of this master thesis is to examine if booktalk is a good method for stimulating reading based on interviews and observations with two classes of pupils in the intermediate level of the Swedish nine-year compulsory school. Our aim is also to study the reading environment regarding of Aidan Chambers' factors about what is indispensable for a good environment for the children. The factors are: Time for reading, time for reading aloud, the stock of books and conversations about books. The study is based on interviews with 38 pupils, two booktalkers and two teachers in two different cities. It also contains two observations of booktalk.

The aim of the study is to elucidate how teachers in middle school work with reading literature aloud and their attitudes to their working methods. The research questions concern how the teachers work before, during and after the reading aloud, and also the advantages the teachers find in their method and the obstacles they discover in the work of reading aloud. A qualitative method was used for the study, applying semi-structured interviews. The selection consists of two teachers who have worked in the profession for 23?24 years (Teachers Andersson and Bergström) and two who have worked as teachers for 3?4 years (Teachers Cederqvist and Davidsson).

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.

The objective of the present study was to highlight preschool children?s encounters with children?s literature, in a heterogeneous language context.  The idea was to identify significant features in the linkages between the reading of children?s literature, didactic activities and children?s learning, language development and emergent literacy activities.  Our interest was directed towards the activities connected with read-alouds, as well as the preschool teacher?s perceptions of those activities.  The empiric material was collected by use of participant observations of four read-aloud sessions. After the observations the preschool teacher in charge of the observed read-aloud was in-depth interviewed. In addition, the physical print environment in the actual preschool was observed. The results indicate that the physical and social reading environment interact with each other.  Furthermore, the preschool  teachers? approaches and ways of working with literature does not always optimize the language, literacy and content area  learning opportunities for the children.

 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 purpose of this thesis is to study how children's librarians in public libraries use non-fiction books in their work to promote reading. My research questions are: What methods do children's librarians use för promoting non-fiction books? Are there children who can gain more from non-fiction books than other children do? Are there any differences in working with fiction and non-fiction books? To answer these questions I have interwieved five children's librarians about their methods, attitudes and thoughts on non-fiction books.The result shows that all of the librarians use non-fiction when it comes to promotion reading but not to the same extent. Some hardly use it at all, mainly because the schools that they are serving demands fiction books when practicing reading skills. while others use it but in less extent than fiction, as a way of separating the library reading from school work either because they want to keep the experience of reading in the library apart from school work or because they find it more efficient to do so.

The paper describes a study on reading aloud to a group of four women with mild or moderate dementia living in a nursing home. The purpose of the study was to examine what reactions the reading aloud creates and if the reactions are different if the literature is written in common Swedish or in easy-to-read Swedish. Original and easy-to-read version of the book "The Lady with the Camelias" by Alexandre Dumas was chosen for reading aloud. The study was conducted in two separate parts with four reading sessions in each part. All sessions were filmed with two cameras, one of them focusing the group and the other focusing one individual.

The purpose of my study has been to find out how mother tongue teachers working in preschools where a majority of the children have a mother tongue other than Swedish make use of fictional children?s books during the mother tongue support lessons. In order to determine this, I am asking the following questions:- What is the range of children's books in the children's mother tongue available at the preschool?- In what ways are the native language teachers encouraging literacy development through the usage of children's books?- How do native language teachers view the childrens? linguistic development as well as the enhancement of cultural identity through the usage of the books?These questions have formed the basis of the methodical approach, which is based on a qualitative research method. The data collection consists of three parts; the observation of mother tongue support, interviews with language teachers as well as with the nursery manager and lastly a survey of children's books in languages other than Swedish at the preschool.The essay has as its theoretical basis the socio-cultural view of learning and development.

This project investigates how four teachers work to encourage their pupils? love of reading. The study was conducted with the focus on teachers working in grades 1?3. The teacher?s view of their own role in furthering love of reading is also considered.It is hoped that other teachers will gain inspiration and ideas about how to work to motivate their pupils to read.To ascertain the four teachers? opinions and thoughts I conducted qualitative interviews which I then analysed with the help of sentence concentration.The study shows that the teachers work in similar ways, but what they all have in common is that they further love of reading through methods that include conversation and communication with classmates and teacher.

The aim of this study is to investigate how a number of fathers read and what their perceptions of both their own readingand the reading they experience with their child/children look like. I also want to investigate their thoughts about the importance of reading to children. The study is based upon qualitative interviewswith four fathers who are active readers and have children between 3-6 years of age. The analysis does not offer any generalizations. As a conceptual framework for this study, I used Sten Furhammar?s categories of different types of reading to find out what fathers reading habits look like and what they wish to obtain.

The purpose of this Bachelor thesis is to examine how children describe their experiences of their own reading, with focus on different aspects of reading: Choice of reading, reading environment, response to reading and book talk. Our aim is also to examine which approaches to reading their stories illustrate. The research is founded on semi-structured interviews with six children aged 10, in connection with book talks. For analysis we used Åse Hedemark?s study Barn berättar : En studie av 10-årningars syn på läsning och bibliotek as well as Aidan Chambers? theories concerning reading and reading environment.

The purpose of my study is to investigate teacher?s perceptions of their mission in the preschool class, and how they work to promote children?s written language development. What methods and working methods they use to awaken curiosity and motivate children to read and write. I am using the qualitative research method to get answers to my questions. I have made four qualitative interviews with four teachers in preschool classes from different schools.My questions are:What conceptions does teachers have about their mission in a preschool class?What different methods and approaches does teachers use to stimulate and wake children?s curiosity for reading and writing development?The theoretical basis for my study is the socio-cultural perspective, where learning occurs in interaction.

The purpose of this Master's thesis is to make suggestions as to how librarians can promote young reluctant readers to help them find the joy of reading. We want to show how the comprehension of these children and adolescents can be translated into action in the librarians work with reading promotion.Our main questions are:? What attitudes do the librarians find that children and adolescents, ages 9-15 with reluctance to read, have towards reading?? What do public- and school librarians do to stimulate children and adolescents, ages 9-15 that are reluctant to read, to feel the joy of reading?? What role or which roles can the public- and school librarians have in the work of reading promotion, targeting children and adolescents with a reluctance to read?We have used Beers's theories about reluctant readers and reading promotion, Chambers's model and theory ?Reading Circle? and his theories about conditions that promote a ?good reading environment?. We have also used Smidt's theories about the librarian's different roles in the work of supplying literature.The method we have used is qualitative and based on literature and interviews with 7 children- and school librarians that all of whom work or have worked with reading promotion for children and adolescents in the ages between 9-15, that are reluctant to read.Our results show that in order to gain understanding about the attitudes towards, and relationship to reading, our targeted group have, the librarian has to be aware of the inner conditions that these children and adolescents have. These inner conditions are going to affect the work and the result of the reading promotion activity.

The purpose of this thesis is to gain insight into children`s voluntary reading in their spare time. I have focused on printed books and none of the digitally published Medias. I want to examine how children experience the power adult`s exercise over their chose of books and also why they choose the books they do. The method of this study is qualitative with interviews of six 10 years old children. I conducted the interviews detachedly and I have used two different point of view for my study; Aidan Chamber`s ?Reading Circle? and Barbro Johanssons opinions if children`s participation in terms of their voluntarily book selection.I have also studied other researchers and author´s writings about literacy, children´s reading habits, adults´ attitudes to children´s reading and children´s passion for reading.During my study it became clear that children who like to read prefer to read detective stories for children, a result that also earlier investigations reached..

The purpose of my study is to investigate teacher?s perceptions of their mission in the preschool class, and how they work to promote children?s written language development. What methods and working methods they use to awaken curiosity and motivate children to read and write. I am using the qualitative research method to get answers to my questions. I have made four qualitative interviews with four teachers in preschool classes from different schools.My questions are:What conceptions does teachers have about their mission in a preschool class?What different methods and approaches does teachers use to stimulate and wake children?s curiosity for reading and writing development?The theoretical basis for my study is the socio-cultural perspective, where learning occurs in interaction.