Att vägleda flerspråkiga elever inför läsning : En kvalitativ undersökningsstudie av arbetet inför läsning av skönlitterära texter i årskurs 4–6

Sammanfattning: Research shows that there are more multilingual pupils in Swedish classrooms than ever before. Therefore, it is important that teachers guide the pupils on reading comprehension as this has a crucial role in pupils' development in reading. The purpose of this study is to examine and get a better understanding of how primary school teachers guide multilingual pupils in pre reading fiction books in the grades 4-6. To achieve the purpose of the study, the study answers the following questions: How do multilingual pupils in year 4-6 use the reading strategy ‘predict’ before reading fiction texts? How do teachers reason about book choices for multilingual pupils before reading fiction texts in grades 4-6? The questions in this study are answered by two qualitative methods: interviews and classroom observations. The results showed that elementary school teachers use challenging vocabulary and concepts, open questions, the choice of a book, the teaching model “think-pair sharing”, pupil interest and visual support. This is to guide and develop multilingual pupils reading comprehension before reading. The results show that this is consistent with Lev Vygotsky's theory that learning occurs in interaction with others.