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Hur uppfattar eleverna två olika faktatexter?: En textanalys av två olika faktatexter samt hur eleverna förstår och diskuterar textinnehållet.
Södertörn University, Teacher Education.
Södertörn University, Teacher Education.
2016 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

The purpose of this study was to examine how students understood the two selected textbooks and which text students perceived as clearly and what it could depends on. We analyzed two textbooks of the same genre and theme in the subjects” Swedish and History”. Our first purpose was to examined the students' reading comprehension based on our chosen two textbooks, ie how students understand, create meaning and talk about the content of the text with other students. Our second purpose was to examined how the students may be affected of the pictures to the two textbooks that we have chosen. This study was made in two different schools with two focus groups, every group had 5 students in every school. Our study answered the following questions:

  • How the two chosen textbooks are formed in regards to text structure, organization, conjunctions and the interplay between pictures and text?
  • How students are going to reason and discuss the text content and pictures with other students from given situation-based and text-based questions?

The study was based on a qualitative method text analysis, we used this method to find out how two textbooks in two different subjects were formed. This was to examine if students understood one text better than the other.  The other qualitative method we have used was focus groups, where the students met to discuss different aspects in groups. The results showed that the two textbooks had visible structure and had the theme and rheme which made it easier to keep up with both textbooks. Conjunctions between sentences showed us that Text A used the conjunctions to bind together the main clauses and sub-clauses, while in text B the conjunctions were mostly used to start a new sentence instead of binding together a sentence with a previous one. Focus group’s discussions showed that text A was more fun and more rewarding than text B. Students thought that most of the pictures in Text A interacted with the text and were more helpful. While in Text B were the students more confused and they did not think that most of the pictures helped them to understand the text better. During the analysis of the two selected textbooks we came to the conclusion that both of textbooks are useful in the classroom. When we examined the two textbooks from the subjective of focus group’s interviews with the students, we came to the conclusion that students appreciated Text A more than Text B.

Place, publisher, year, edition, pages
2016. , 66 p.
Keyword [sv]
Läsförståelse, läromedelstexter, faktatexter, textanalys, fokusgrupper
National Category
Learning
Identifiers
URN: urn:nbn:se:sh:diva-32198OAI: oai:DiVA.org:sh-32198DiVA: diva2:1078433
Subject / course
Swedish
Presentation
2017-03-03, Södertörns högskola, Huddinge, 15:48 (Swedish)
Uppsok
Social and Behavioural Science, Law
Supervisors
Available from: 2017-03-06 Created: 2017-03-03 Last updated: 2017-03-06Bibliographically approved

Open Access in DiVA

fulltext(1829 kB)18 downloads
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File name FULLTEXT01.pdfFile size 1829 kBChecksum SHA-512
2e3e4f7594f633ce4097ddc333bf996f7b404b6e0c5aae25b27ada0592691c40955c845126d3bc11cbfbf2e238c42d810f630be8668d9d58a32ae9b061e510d6
Type fulltextMimetype application/pdf

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CiteExportLink to record
Permanent link

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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