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2214 Uppsatser om Reading skills - Sida 2 av 148

"Jag ser det som ett smörgåsbord" : En studie om två olika läs- och skrivutvecklingsmetoder

In this study I have compared two different development methods of reading and writing. I have done this by interviewing five first grade teachers in elementary schools and it is based on qualitative research interviews. The aim of the study was to immerse myself in which methods these five teachers describe that they have used. They got to describe how they work and how they have tought the students to read and write. I have investigated if the teachers think that the computer is a good tool. The investigation also shows if the teachers believe that the students´ writing skills deteriorate if they can use the keyboard instead. I came to the conclusion that four of the teachers used Arne Trageton´s method (2005) which means that the students learn how to write by using to computer.

Läslust : En studie om pedagogers uppfattningar gällande att väcka läslust hos barn i förskoleklass

Children's language development is highly connected to the success of every school. Especially when it comes to the children learning reading and writing skills, regardless of what method the schools use in order to achieve this. An early intervention can facilitate the learning of reading comprehension. Reading aloud and playing with the language learning is the greatest gift we can give our children and students. Children learn how to use a book by turning the pages and see how the words and texts are structured.

"Det skall vara roligt och spännande!" En studie av 9-12-åriga flickors fritidsläsning.

This is a thesis about 9-12-year old girls and their leisure reading. The purpose of this study is to examine their reading experiences. The method we use is a combination of qualitative interviews and studies of literature. The thesis shows that there seem to be four basic needs in girls that can be satisfied by leisure reading; the need to develop language skills; the need to be entertained; the need to gain knowledge of the world and the need to get help to resolve personal issues. The interviews with nine girls show that they primarily read for fun and that the knowledge and insights that are conveyed in literature come in second place.

Barn berättar om sin läsning : Läsupplevelser i biblioteket, hemmet och skolan

The purpose with this essay is to study how children in the fifth grade experience reading in three different reading cultures; library, home and in school. The children?s experiences from reading are compared to expectations from library and school.Data, to this study, is collected through qualitative interviews in two focus groups and analyzed by using an idea analysis. The INSU-model, Information Needs, Seeking and Use, and Aidan Chambers reading circle in combination with a triangle of the three reading cultures are used as a theoretical framework. The analysis shows that children are using reading for different purposes in different reading cultures.

Barnbibliotekariers kompetens och kärnkunskaper på området litteraturförmedling och läsfrämjande arbete

This paper conducts a qualitative examination based on interviews with six childrens librarians. The purpose is to put a perspective on the librarians competence and focal knowledge within the area of reading promotion and reading stimulation aimed for children, and also to examine how this competence and knowledge is constructed. The work is based on the following questions: How do childrens librarians experience reading promotion and reading stimulation within their profession? Which competence and what knowledge do childrens librarians experience as most important in order to make their work with reading promotion and reading stimulation function? What can be concluded regarding the construction of their competence and knowledge? The analysis is carried out from theories about competence, tacit knowledge and reading promotion. Following primary conclusions are drawn from the study: The professional role is mainly experienced as promoting reading as pleasure, but also as an important factor for childrens language development.

Bokstäverna bara hoppar! : Att kämpa med avkodningen och dessutom förstå det du läser.

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..

"... och så har jag ju alltid morsan som kan hjälpa mig" : Om unga vuxnas strategier för att hantera sina läs- och skrivsvårigheter i dagligt liv

Author: Elisabeth Wahlberg Title: ??I?ll just get mum to help me?About Young Adults? Strategies for Coping with Reading and Writing Difficulties in Daily Life  This study investigated how seven young adults, who during senior high school underwent a syllable based intervention due to reading and writing difficulties, developed their literacy skills, and what strategies they used to try to overcome reading and writing problems, whether at work, during studies or in their leisure time. The period from when the participants had left school ranged between three and eight years. Qualitative as well as quantitative data was compiled for the study. Qualitative data consisted of  semistructured interviews and quantitative data of tests performed before the intervention and on two occasions after, in order to compare results over time.

Arbete med läs- och skrivutveckling i grundskolans tidigare skolår : Två pedagoger berättar om sina arbetssätt

The purpose of this paper is to examine how teachers choose to work with the teaching of reading and writing skills, how teachers justify their choice of teaching method and how the documentation of student development is being used. This paper also discusses the definition of reading and writing, phonological awareness and how different reading- and writing educational methods can be combined. The gathering of information has been done through a literature review in which I have looked at past research on reading and writing. I have also conducted qualitative interviews with teachers involved in literacy learning. The result of my research shows that it is not possible to determine which literacy learning methods that are most effective.

En kommun - Tre grundskolor

In this essay, I will look at three different Compulsory comprehensive schools in one community and I will compare final grades from students who graduated in spring 2006. I will also examine how the three schools work with students, and in what way they approach students with dyslexia/reading- and writing difficulties, so that they could reach goals set by The Swedish National Agency for Education. The aim with this essay is to show differences between schools in the same community and my question is if it is the way you approach students with dyslexia/reading- and writing difficulties that affects the student?s grades and results.The study is concentrating on three schools in one community and students with dyslexia and reading- and writing difficulties that went to those schools. I have spoken to remedial teacher at each school about how they approach students with dyslexia/reading- and writing difficulties, what kind of methods the use, how they investigate if a student is in need of special help and how they grade their students who are in need of special teaching because of their learning disabilities.

A-bok = B-bok? : En jämförande textanalys av två läseböcker för årskurs 2

Developing good Reading skills is crucial for all pupils in school, and the reading bookis a tool for achieving that. Pupils are entitled to good reading instruction, regardless ofwhich reading level they are at, and regardless of the level of the reader they have beengiven. The aim of the study is to examine a particular teaching material and describe thedifferences that exist between a simpler and a more difficult variant of the same reader.The study is a textual analysis focused on the two readers for grade 2 from the materialDiamantjakten (The Diamond Hunt). The study shows that the two books display greatdifferences. Reading the simpler book involves a smaller amount of text, fewerdescriptive expressions, and a smaller number of words, but it does make demands onthe reader?s ability to read between the lines.

Läsinlärning : Hur kan processen organiseras?

The purpose of this paper is to examine how teachers choose to work with the teaching of reading and writing skills, how teachers justify their choice of teaching method and how the documentation of student development is being used. This paper also discusses the definition of reading and writing, phonological awareness and how different reading- and writing educational methods can be combined. The gathering of information has been done through a literature review in which I have looked at past research on reading and writing. I have also conducted qualitative interviews with teachers involved in literacy learning. The result of my research shows that it is not possible to determine which literacy learning methods that are most effective.

Matematiska färdigheter hos elever med lässvårigheter i årskurs 4

Reading difficulties is the most common learning difficulty in the western world and it is common that people with reading disabilities also exhibit arithmetic difficulties. Different theories about the cause of the relationship exists, one theory describes the importance of good phonological ability in reading as well as in arithmetic, while another theory describes the importance of a reliable number system and that only a subgroup of students with reading disabilities also have difficulties with arithmetic. The purpose of this study is to investigate how students with reading difficulties (RD), without any known mathematical difficulties, perform on mathematical tasks relative to a control group. The study was theoretically grounded on the Triple code model (Dehaene, 1992), which is a model for numerical information processing that describes how various numerical and arithmetic tasks are processed through three distinct representation systems in the brain, a verbal and a visual representation system and a quantity system. Reading skills, phonological skills, arithmetic skills and number processing skills were examined in 61 students through a variety of tests.

Jag är viktig : Verksamma lärares tankar och arbete kring flerspråkiga elever

According to international and national literacy studies (PISA, PIRLS) Swedish boys are inferior to Swedish girls when it comes to reading. There can be numerous reasons to that statement. One is that Swedish teachers require more knowledge about communication as an important component in literacy. In spite of this shortcoming, Swedish girls manage to gain sufficient literacy. Why is that? The aim of this survey was to examine if there were any differences between girls and boys regarding communication skills when they begin in school.The main questions taken in account were:Which differences and/or similarities in communication skills are discernible between boys and girls this particular preschool?How do boys and girls communicate with each other in different room contexts on this particular preschool?           To be able to answer the questions, I adopted observations and audio recordings from children aged five.

Börja läsa : Den tidiga läs- och skrivutvecklingen

To be able to read and write is necessary to manage well in life. It is important to get a good start in one´s reading and writing development. My purpose in this study was to find out how to teach children to read and write. Obtain knowledge about how to best help children during the early years of reading and writing development, and what is required to teach good reading and writing skills.I wanted to find out how the pedagogues work in the schools, and if they use ant special methods in their teaching. This is something that I, as a future pedagogue didn´t have much knowledge about, which is very important for my future pupils.My research method was qualitative where I interviewed three pedagogues who work whit teaching reading and writing in the early years.

Den privata läsupplevelsen blir social. Tre kvinnor i en läsecirkel berättar

The purpose of this Bachelor Thesis is to examine what happens when the solitary reading experience becomes a social activity. The study is based on semi-structured interviews with three women belonging to the same reading group. I have used Sten Furhammar?s reading dimensions and categories to explain their reading experience, and Jenny Hartley, Elizabeth Long and Immi Lundin to explain the function that the reading group has for them, and the relationship between reading experiences in a book-discussion.My result shows that they started the reading group because they lacked an opportunity to discuss their readings with people that had the same interest in books. They do all have different ways to read, which is displayed by Furhammar?s categories personal and impersonal reading for experience.

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