AbstractThis study is based on my work as a secondary school teacher of literature and the Swedish language and rooted in my interest in developing knowledge about the importance of teaching literature in order to both cultivate young people?s reading habits and their view of themselves as readers. The more concrete purpose of this study is to examine a reading project that focuses on theories of literary perception and teaching literature.I examine four pupils who, in 2003, participated in the reading project as readers and compare this description with their view of themselves as readers seven years later. I complete the study by examining how they discuss reading and the teaching of literature. The method is qualitative and the empirics include materiel collected in two different time periods: first in 2003, in a class I taught in a secondary school; and second in 2010, when I examined four of the former pupils who participated in the project from 2003.

In school today pupils come in contact with all kinds of reading books. Education of Swedish reading development sometimes contain reading books organized at different levels of difficulty, with different amount of text. The purpose of the different difficulty levels is to give the less skilled readers an easier book and stronger readers a more difficult book. The purpose with this study is to find out if the book which is classified as more difficult, in reality is the most difficult and if the book which is considered to be easier really is. To find answers to these questions I will examine previous researcher?s theories on difficulty levels in reading books.

This Master?s thesis is connected to an interdisciplinary field between humanities and health care; ?humanistic medicine? or ?humanistic nursing?. The object of the investigation is nursing students? experiences of reading fiction and autobiographies as course literature. In semi-structured interviews a group of students talk about their reading.

I min uppsats beskriver jag problematiken kring att ha läs- och skrivsvårigheter, vad det kan bero på, hur skolan kan agera och hur pedagogen sedan kan hjälpa individen med sin inlärning när det kommer till att hantera text, antingen att själv skriva den eller kunna läsa den. När eleverna gör få framsteg trots stora hjälpinsatser leder det självklart till en enorm frustration hos eleven, föräldern men även pedagogen. Genom att arbeta i team med insatser från pedagogiken, psykologin och psykiatrin kan pedagogen få en större bild av individen och se såväl möjligheter som svårigheter hon har. Jag har valt ut texter som tar upp problematiken kring dyslexi, det vill säga som förklarar vad dyslexi är och vad det kan bero på utifrån de olika synsätt som finns. Jag har även använt mig av böcker som tar upp olika pedagogiska arbetssätt som inriktar sig på läs- och skrivinlärning/träning och statliga utredningar såsom Konsensusrapporten som tar upp problematiken kring dyslexi och den utbildning som bedrivs för dessa elever i skolan. Jag har i min uppsats gjort en intervju med två specialpedagoger för att få en djupare förståelse för det arbetssätt som bedrivs i skolan för elever med läs- och skrivsvårigheter. Utifrån intervjuerna samt den litteratur jag tagit mig an har jag dragit slutsatsen att en tidig insats är det optimala för den dyslektiske elevens vidare utveckling för att knäcka läskoden..

This thesis aims to study how teachers develop pupils' motivation to read. Using qualitative interviews, three Swedish middle school teachers describe their experiences regarding pupils' motivation to read. They comment on how they attempt to stimulate motivation and the conditions and circumstances they experience while carrying out their work. As a basis for the teacher interviews, their pupils completed a web based survey about how they value reading as an activity and how they see themselves as readers. An analysis of the interviews raises several issues for discussion: pupils have different needs, good readers are described through their abilities, not through their experiences or reading habits, and teachers feel they can be limited to implement the teaching they think is necessary to promote reading abilities.

The purpose of this study is to investigate the reading methods that pedagogues, active in classes 1-3, use in the first stage of learning to read and how they consider their own choices of methods. In the theoretical background I sort out the basic differences between synthetic and analytic methods of acquiring the skills of reading. The analytic reading method means that the skills of reading starts with the complete text in order to later analyze the parts of the text. The synthetic method approach is based on a reading method where the parts are linked as a whole. The two methods are considered antipodes but can also be looked upon as complements in the current governing documents.

Abstract This examination work is about the role of physical activity for students with concentration difficulties. The purpose of this work is to describe educators experiences of how students with concentration difficulties are affected by physical and motor activity during school-time in primary school. In the work I assume from my questions that are: How do educators experience students with concentrations difficulties? Do educators think physical and motor training during school-time matter for the students learning processes? How? Do students with concentration difficulties have other possibilities than other students regarding physical and motor activity during school-time? I am using a qualitative interview method for answering my questions. The interviews are conducted in collaboration with three educators in a medium-sized Swedish F-6 school.

The aim of our study is to gain understanding of how parentsperceive their own, the preschool's, and the library's efforts to stimulate preschoolers' enjoyment and yearning to read, as well as what types of collaborative efforts the parents seek.The study is based upon qualitative interviews with parents, both mothers and fathers, to preschool children (aged 1.5 to 6 years old). The analysis does not offer any generalizations. We have chosen to use a sociocultural perspective as the theoretical starting-point of our study, our thoughts being that we learn together with and by the help of others. We consider this perspective to be closely related to Aidan Chambers's "The Reading Circle", which we have chosen to use as our tool of analysis.It turned out that the parents perceived their own reading stimulating role as crucial, even if they did not consider all they did as reading stimulative. Some things, such as discussing the book while reading, occurred naturally but is also an important part to stimulate reading.

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 school today pupils come in contact with all kinds of reading books. Education of Swedish reading development sometimes contain reading books organized at different levels of difficulty, with different amount of text. The purpose of the different difficulty levels is to give the less skilled readers an easier book and stronger readers a more difficult book. The purpose with this study is to find out if the book which is classified as more difficult, in reality is the most difficult and if the book which is considered to be easier really is. To find answers to these questions I will examine previous researcher?s theories on difficulty levels in reading books.

This thesis paper presents experiences and views on collaborative writing from interviews with university students. Analysis of these interviews, focusing on problems with coordination and technological tools,  shows that problems to some extent can be avoided with knowledge of the tools used and knowledge of coordination..

The aim of this bachelor thesis is to find out how a number ofhospital librarians look at child and youth patients' reading and itspossible role in a mental and physical healing process. We alsoinvestigate the knowledge, strategies and thoughts the librarianshave on bibliotherapy.Qualitative interviews have been used and seven librarians, at twodifferent hospital libraries with children's and youth activities, wereinterviewed during November and December 2011. The analysis isbased on one theory; we use Sten Furhammar?s model whichincludes four different categories of reading.We can see, according to the librarians? answers, that the mostcommon function of the patients? reading can be explained throughtwo of Furhammar?s categories. Our respondents believe that thepatients mostly read to relax from heavy thoughts and situationswhich can be connected to the category impersonal experiencereading.

This master thesis is based on the sociocultural perspective. A qualitative research study was conducted to investigate children's attitudes towards reading, texts and libraries.The theoretical background is constituted by ideas from the new sociology of childhood, literacy-studies and reader-response theory.The study was conducted with 23 children, 13 girls and 10 boys, participating in focus groups.The results of the study reveal that children's literacy-activities in school are strongly influenced and limited by adults. Children's interest in pictures and non-fiction-reading do not correspond to the school institution that favors traditional media and fiction. The study also reveals a gender division between children's literacy-activities that tends to grow with age. All the children in the study regard libraries as book-houses and wished for libraries that combine activity and serenity.The thesis shows the importance of being aware of, and engage in, children's reading-interests and reading-practices if the reading stimulating activities in schools and libraries are to be successful.

This master's thesis deals with the interest in comics among students at the social science programme in an upper secondary school. The history of comics and the reading habits of comics have also been examined. For the completion of this study 54 students, 19 boys and 35 girls, took part in a questionnaire. The results of this statistical survey shows that the department of comics at Malmö city public library plays an insignificant role concerning the interest and reading of comics for the students. The main readings of comics for the students are in the daily paper, which resembles reading habits of adults.

This study is about fourteen-year-old boys, who are not interested in reading. It deals with what thoughts and feelings some boys have around books, reading and libraries. Further the study investigates the boys' leisure activities and their making of identities. The study is built on interviews among twelve boys in a secondary school. The result is compared to earlier reports and research.