En studie om hur elever resonerar kring lässtrategier : En interventionsstudie i årskurs 4

Sammanfattning: Swedish students reading comprehension decreases in various knowledge measurements such as PIRLS. The Swedish National Agency for Education writes that there is a lack of teaching in reading strategies. The purpose is to describe how students in a class in grade 4 (5) can reason about reading strategies for reading different texts. The students reasoning is intended to provide a deeper understanding of how teachers can develop reading instruction in the intermediate stage. The students have been taught the four basic strategies according to Reciprocal Teaching, to predict, ask questions, to sort out ambiguities and summarize a text during primary school. The study conducted four focus group interviews with students.  The results show that strategies are used to different extents by the students.  Some students use more strategies, other less or not at all. The students learned from each other during the interviews, which shows that this type of conversation is useful in teaching to clarify students’ knowledge and to follow up and develop their work with reading strategies. The students described the importance of being able to contribute their experiences both to each other and to med as a teacher, which I interpret as significant for how teaching can be developed. The conclusion indicates that theory, model and material in the study can be the basis for clarification how teaching can be conducted. By assessing students’ reading comprehension separately and in a more structured way can develop students’ reading ability to achieve higher goal fulfillment.