Samtalets betydelse för elevers förståelse av litteratur

Sammanfattning: How do teachers and students talk about fiction in the classroom and how can book talks promote students language and knowledge development? The purpose is to critically review as well as compare research on how teachers and students talk about fiction in the classroom. The results due to this evaluation of knowledge as for the organisation of book talks in secondary education in Swedish schools shows the importance of dialogue, teacher methods and students’ reading experience in relation to their past experience as parts thus working together. The importance of good reading skills in today's society is not all about what we read, but what we do with what we read. Our study shows that talking about literature helps students to support their language and knowledge developments. How these book talks take form is crucial depending on the teacher’s role in the dialogue, where it shows that it is better for the students to lead and be predominant in the discussion. It also shows that the book talks seem to support the students more effectively when they feel a connection to the current text. To invite the students by using different recognition aspects would help them to understand the text and its content but also by exchanging their own thoughts about the literature to be able to understand others perspective and experiences as shown by the literature.