"Imse vimse spindel klättrar upp igen" : En studie av åtta lärares erfarenheter av att arbeta med att utveckla elevers läsförståelse

Sammanfattning: My point of origin concerning this thesis was an interest for how school may develop students’ reading comprehension. International surveys show that the results for Swedish students’ performance regarding reading comprehension have declined and the current curriculum, Lgr-11, emphasizes the importance of incorporating this into all school subjects. The special teacher education programme has raised the awareness concerning the importance of including the students and that learning is achieved in an interactive setting. A special teacher must therefore work proactively alongside with teachers in order to find methods that may enable inclusion of all the students regardless of their need. The purpose of this study is therefore to take part of teachers’ experiences with developing reading comprehension. The study is based on interviews with eight teachers that have extensive experience from working with reading comprehension. The sociocultural perspective has been chosen as a starting point. The collected results show that the teachers teach in full classes to a higher extent, they teach in full classes by using structured methods and communal book talks that focuses on reading comprehension strategies. The teachers have a central role in this form of co-learning and acts as a support. Assessment within a sociocultural perspective should be conducted in an authentic situation and together with the students. My result shows that the teachers use different tests and mappings as decided by each school. However, some teaches emphasizes the importance of assessing in authentic situations and provides some examples of that.