sh.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Att följa upp den tysta läsningen: En kvalitativ studie om hur lärare följer upp elevers läsning vid tyst läsning och hur de anser att den främjar elevers läsutveckling och läsförståelse
Södertörn University, Teacher Education.
2016 (Swedish)Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

The purpose of this study has been to, from a teacher- and student perspective, investigate how they describe that the silent reading follows up by the teachers. The purpose has also been to investigate if the teachers believe that silent reading helps to promote students reading development and reading comprehension. To answer this I prepared the following questions: •How do the teachers describe that they follow up students silent reading? •How do the teachers believe that silent reading helps to promote students reading development and reading comprehension? •How do the students describe the silent reading and how it follows up? This is a qualitative study based on completed interviews. I have interviewed two teachers and two student groups from each teachers class. The teachers in the study teach in second grade. The study is based on Aidan Chambers theory about The reading circle and Hans-Gerog Gadamers thoughts about reading and comprehension. The results show that the follow up of students silent reading differ from the two teachers. Common for the teachers was that conversation and dialogue based on the silent reading books was missing. Furthermore, the analysis shows that teachers believe that silent reading promotes students reading skills because it’s a way to practice reading and they practice up their reading flow. They also believe that silent reading can contribute to greater love of reading as students get to choose and read books of their own interest.

Place, publisher, year, edition, pages
2016. , [3], 39 p.
Keyword [sv]
tyst läsning, självständig läsning, uppföljning, läsutveckling, läsförståelse
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:sh:diva-31689OAI: oai:DiVA.org:sh-31689DiVA: diva2:1065017
Subject / course
Education Studies
Uppsok
Social and Behavioural Science, Law
Supervisors
Examiners
Available from: 2017-01-13 Created: 2017-01-13 Last updated: 2017-01-13Bibliographically approved

Open Access in DiVA

fulltext(615 kB)75 downloads
File information
File name FULLTEXT01.pdfFile size 615 kBChecksum SHA-512
7d2955dfe8f3c149b44ad37c87b7964c49b6b8178b8b68061ff75a315c138b728e74fc850300cfcbdc7e1fcac6bc4d454f7dac127e1a989499df7c39067772e9
Type fulltextMimetype application/pdf

By organisation
Teacher Education
Educational Sciences

Search outside of DiVA

GoogleGoogle Scholar
Total: 75 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

Total: 202 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf