LUS i teori och praktik : LUS in theory and practice

Sammanfattning: LUS is short for reading development schedule, which is a concept that schools in a municipality or parts of a municipality uses, to get an overview at the pupils’ reading capacity. The purpose with this C-paper is to analyse if LUS is a relevant and useful instrument in the upper level of compulsory school of today, concerning the work with pupils’ reading development. My research contains a theoretical section and a practical section witch is based on qualitative interviews with three teachers. The result of my research shows that LUS is built on sociocultural thoughts, where – despite a competence theoretical structure – the individual reading experience is in focus and the optimal reading is considered the reading which lies within the readers’ closest zone of development. The relevance of LUS in the upper level of compulsory school is mostly justified as a clarifying model of reader competences that can be used as a help when putting together small goals to those pupils that doesn’t reach the goal of the syllabus. For those pupils that, considering age, follow that development which the reading development schedule explains, LUS feels some what unnecessary in the upper level of compulsory school.