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.

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 this thesis is to examine the view on Reading and Reading promotion in the Culture of Reading (SOU 2012:65), based on three different approaches to Reading and Reading promotion; the pragmatic, the emancipatory and the traditionalistic. The thesis is based on the following questions; which view on Reading can be seen in the Culture of Reading and which view on librarians? Reading promotion can be seen in the Culture of Reading. To answer these questions, I am going to apply the aforementioned approaches on the Culture of Reading. The Culture of Reading is an official report from the Swedish government and parts of it will be subject to a qualitative content analysis.

The aim of this Master thesis is to analyse the interaction in between Reading and writing based on young writers experience. My approach was to investigate how writersread literature and how they look upon their Reading in relation to their own writing.Seven young people has been interviewed in this qualitative study, based a theory about their Reading and Reading habits. They were asked questions about Reading habits and theirview upon the connection between Reading and their own writing.Previous studies of Swedes´ Reading habits prove that relaxation and pleasure are the most common reasons for literary Reading. This differs from the present study, where my findings shows that writing people, more than other, read literature, in the way people in general read non-fiction. That is with a purpose beyond the actual ?situation of Reading?.

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.

AbstractMany pupils struggleto read. Teachers must therefore know how to motivate these pupils. In this qualitative study the aim is to investigate what some teachers do to motivate pupils to read. Data were collected through interviews with four teachers from two schools. The teachers said that the choice of book was extremely important for making pupils interested in Reading, and that Reading aloud and cooperation with parents and libraries are of great importance.

The purpose of this Master?s thesis is to examine similarities and differences in qualitative experiences between formal and informal Reading groups from the participants? point of view. The empirical data was acquired from interviews with nine Reading group participants, of whom four of them participated in formal Reading groups and five in informal Reading groups. To analyze the empirical data, Louise M. Rosenblatt?s theory concerning Reading and a method concerning Reading groups by Immi Lundin were used.

The purpose of this Master Thesis was to study the reader in the informal Reading group. To fulfil our purpose we have used the following questions: how did the reader become a reader and what does her Reading look like, why do people choose to participate in a Reading group, how may the group influence the individual member in her Reading and interpretation of a book, does the Reading group have a therapeutic function, how does the informant find the group dynamics and different roles in the Reading group, and finally how does the informant experience the discussion in the Reading group. We have used two studies about Reading groups, one by Elizabeth Long and one by Jenny Hartley. Our theory is divided into Reading and group psychology. We have interviewed seven women belonging to different Reading groups.

Books and Reading are important elements in cultural policy. On 1 January 2002 VAT on books and magazines was reduced from 25 per cent to 6 per cent. The purpose was to increase Reading in all sections of the population. A special Book Price Commission was appointed to follow and examine price trends and to work for an enhancement of Reading in all groups of the Swedish population. But what form of Reading are the BPC talking about? With a theoretical point of departure in the theory of power and discourse by Michel Foucault the aim of this thesis is to explore if there is an existing discourse about Reading and, if so, how this discourse is operating in the BPC reports.

The aim of the study was to investigate how teachers work with Reading aloud. The aim also included examining their ideas about and motives for Reading aloud. The study consisted of interviews with three teachers at the lower level of compulsory school along with observation of one of these teachers during a Reading aloud session. The interviewed teachers work at three different schools in the same geographical area.The analytical tools chosen for the study were the theories of Rosenblatt. The three basic skills that Damber et al.

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 thesis is to examine projects for Readingpromotion, aimed at boys, between 8 and 16 years of age. Therelations between librarians approaches to Reading and methodsfor Reading promotion are analysed with a gender perspective.The study is based on qualitative methods. Librarians involved infour Reading projects have been interviewed. In the analysis, ourempirical material is related to theories of approaches to Reading.Results have also been compared with earlier studies regardingboys Reading, Reading promotion, gender and male stereotypes.We find that an emancipatory approach towards Reading is themost common. The librarians´ views showed that discussion,development, Reading for pleasure and focus on the content of thebook were central to the methods used in the projects.

Arbetet ger en översikt av hur Reading Recoverymetoden fungerar i några svenska skolor. Med hjälp av kvalitativa, halvstrukturerade intervjuer har vi fått fram de resultat som visar vilka likheter och skillnader det finns hos de pedagoger som arbetar med Reading Recoverymetoden..

Since Reading difficulties is a growing problem in Society and a problem that hinders Children to take an active part in every day life, I wanted to investigate how the School Library can be an educational resource for students with Reading difficulties. Using qualitative interviews, I have gained insight into how three school librarians and two teachers work with Students with Reading difficulties at two different Schools.The Respondents feel that they have the Knowledge necessary to work with students with Reading difficulties, but Wish they had more Resources in terms of Time and Staff to help Students achieve School Goals even better. There are always new assistive technology for Students with Reading Difficulties, and an important part of the Educational work of the School Library, is to be informed of the Facilities available and how they work. I show, in my Research the importance of cooperation between school libraries and teachers to provide the students with Reading difficulties the love of Reading and work to promote Reading. It is important that the School Librarian is an integral part of the School's Team to take full advantage of every opportunity to help the Reading Impaired Students with Information and finding the right Reading Level.

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.