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Hur och varför bör lärare arbeta med elevers läsattityd?: En kvalitativ studie om lärares uppfattning om elevers läsattityder.
Jönköping University, School of Education and Communication.
2019 (Swedish)Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
How and why should teachers work with students’ attitudes towards reading? : A qualitative study about teachers’ perception of students’ attitudes towards reading. (English)
Abstract [sv]

Syftet med studien är att undersöka lärares uppfattning om elevers läsattityd samt om och på vilket sätt undervisningen anpassas efter attityderna i årskurs 1–3. Studien ämnar bidra med kunskap om hur lärares undervisning kan anpassas till elevers läsattityd för att stödja elevers läsutveckling.

Forskningsfrågorna som ställs utifrån syftet är: Vad har lärare för uppfattning om elevers läsattityd? Hur skaffar sig lärare uppfattning om elevers attityd till läsning? Hur uppfattar lärare att de agerar utefter elevers olika läsattityd i undervisningen? Hur uppfattar lärare att elevers läsattityd förhåller sig till läsutveckling?

Studien delar den sociokulturella teorins syn på lärande och har en fenomenografisk forskningsansats som utgångspunkt. Utifrån dem valdes en kvalitativ forskningsmetod i form av semistrukturerade intervjuer för att undersöka fem lärares uppfattningar om elevers läsattityder. Det insamlade materialet analyserades utifrån en fenomenografisk analysmetod.

Resultatet visar att samtliga lärare anser att de flesta elever i årskurs 1–3 har positiva läsattityder och vilja att lära sig läsa. Dessutom visar resultatet att bara en av lärarna tar reda på elevers läsattityd på ett systematiskt och medvetet sätt, resterande lärare litar på deras intuition. Till sist visar resultatet att tre av de fem intervjuade lärarna ansåg att elevers läsattityd påverkar deras läsutveckling.

Abstract [en]

The aim of this study is to examine teachers’ perception of students’ attitudes towards reading, and to determine if and how their teaching is adapted to the attitudes at grade 1-3. The study aims to contribute with knowledge about how teachers’ instructions can be adapted to students’ reading attitudes to support their reading development.  Based on the aim of this study four questions were asked: What are teachers perceptions about students reading attitude? How do teachers get an idea of ​​students’ attitude towards reading? How do teachers perceive that they act in their instruction according to students different reading attitudes? How do teachers perceive that students reading attitudes are related to reading development?  The study departs from the socio-cultural theory's view of learning and has a phenomenographic research approach as a starting point. Based on them, a qualitative research method was chosen in the form of semi-structured interviews to examine five teachers’ perceptions of students’ reading attitudes. The collected material was analyzed based on a phenomenographic analysis method.  The results show that all teachers believe that most students in grade 1-3 have positive reading attitudes and are motivated by learning how to read. In addition, the results show that only one teacher determines students’ attitudes towards reading in a systematic and conscious manner; the other teachers trust their intuition. In conclusion, the results show that three out of the five interviewed teachers think that students’ reading attitudes affect their reading development.

Place, publisher, year, edition, pages
2019. , p. 41
Keywords [sv]
Läsattityd, läsutveckling, läsundervisning
National Category
Learning Didactics Pedagogy
Identifiers
URN: urn:nbn:se:hj:diva-44929ISRN: JU-HLK-JU-2-20190821OAI: oai:DiVA.org:hj-44929DiVA, id: diva2:1329549
Subject / course
HLK, Learning
Available from: 2019-06-26 Created: 2019-06-24 Last updated: 2019-06-26Bibliographically approved

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CiteExportLink to record
Permanent link

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Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
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More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
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Output format
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  • asciidoc
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