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.

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.

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 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.

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.

The background to the study was to find out the view of three teachers on students Reading comprehension. What strategies and methods are used by the teachers in the classroom when working with Reading comprehension? How interaction between teacher and students happen when working with Reading comprehension.   The theoretical research approach is based on a sociocultural perspective. Sociocultural perspective maintains that social interaction and cultural institutions, such as schools and classrooms have important roles to play in an individual?s cognitive growth and development.

My point of origin concerning this thesis was an interest for how school may develop students? Reading comprehension. International surveys show that the results for Swedish students? performance regarding Reading comprehension have declined and the current curriculum, Lgr-11, emphasizes the importance of incorporating this into all school subjects. The special teacher education programme has raised the awareness concerning the importance of including the students and that learning is achieved in an interactive setting.

AbstractThis essay concerns a qualitative case study seeking to understand six boys? reading habits and to investigate why it is that some boys who do not like reading nevertheless display good Reading comprehension according to the results achieved for that skill in national tests. The study shows that the boys? perception of reading has a lot to do with the contact they have with books when they are small. Whether or not there are adult role models in the home and whether the early encounter with texts in school is a positive or negative experience is significant for the boys? later attitude to reading.

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.

 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.

My point of origin concerning this thesis was an interest for how school may develop students? Reading comprehension. International surveys show that the results for Swedish students? performance regarding Reading comprehension have declined and the current curriculum, Lgr-11, emphasizes the importance of incorporating this into all school subjects. The special teacher education programme has raised the awareness concerning the importance of including the students and that learning is achieved in an interactive setting.

This essay, called Motivation and Reading comprehension, is a study of the correlation between the motivation to read and the Reading comprehension of Swedish students in their final year of school before university level, meaning that they are eighteen or nineteen years old, sometimes more.The relation between the identity of the individual and the learning process has been a matter of scientific interest for some time, and this essay works in that tradition by investigating the connection between how pupils regard reading and how well developed their ability to decode text is.The Reading comprehension is measured through a test that consists of a text from the Swedish epic by Vilhelm Moberg, Invandrarna, where the reader at certain intervals throughout the text is asked to mark the correct word from a choice of three. This test has been used and evaluated extensively by Per Fröjd, who has found that the results are reliable and useful.To measure the motivation to read I?ve constructed a survey to be answered before taking the reading test. It focuses on three different parts of reading motivation that are noted as the most important ones by Ivar Bråten. These are the feeling of joy and interest for reading, the goal to acquire knowledge of a specific subject, and the expectations that you have on yourself as a reader.Results show a weak or non-existent correlation between the two factors for the whole of the subjects, but once those who have a first language other than Swedish are removed the correlation becomes significant.

International Reading comprehension studies, like PIRLS and PISA, state that the Reading comprehension of Swedish students has decreased significantly since 2000. As a consequence, the National Agency of Education has made Reading comprehension teaching a prioritised field in terms of further education for teachers. There has also been a change in Lgr 11, the national curriculum for compulsory school, where it is stated that teaching in reading strategies shall be a part of the central content throughout compulsory school. When the pupils reach upper secondary school level, Reading comprehension education is no longer a part of the curriculum. Today, students at upper secondary school for individuals with learning disabilities currently share the same curriculum as the ordinary upper secondary school.

My point of origin concerning this thesis was an interest for how school may develop students? Reading comprehension. International surveys show that the results for Swedish students? performance regarding Reading comprehension have declined and the current curriculum, Lgr-11, emphasizes the importance of incorporating this into all school subjects. The special teacher education programme has raised the awareness concerning the importance of including the students and that learning is achieved in an interactive setting.

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.