Hur påverkar högläsning respektive tyst läsning elevers läsförståelse?

Sammanfattning: This literature study was conducted with the aim to examine how elementary school teachers use oral reading and silent reading in the classroom, and whether and in what way the two reading strategies benefit students’ reading comprehension. The questions that the study is based on are ”what purpose does the teacher have with reading aloud and silent reading in the classroom?” and ”is reading aloud and silent reading beneficial for student’s reading comprehension, and in what way?”. Initially, the study presents government documents and their perspective on reading and reading comprehension. Next, the following concepts are presented: oral reading, silent reading and reading comprehension. Continuously, research that analyzes the teachers’ purpose for oral reading and silent reading and in what way they affect reading comprehension, is introduced. The process of collecting data has been carried out in line with the method literature review, where the search process has been divided into two phases. Keywords are presented and the databases that have been used are: Educational Resource Information Center (ERIC, EBSCO) and Swepub. The results of the study show that teachers can have different purposes for reading. When reading aloud, the purpose may be to create participation by involving all students in the teaching. The reading aloud can be used to process and retell texts through questions asked by the teacher. Through the reading aloud, students are given an opportunity to reflect together. The purpose of silent reading can be to make students’ learning process visible by working with notes and feedback. Through notes and feedback, the importance of reading continuously is made visible in order for there to be a development in reading. This can be beneficial for students as it can contribute to a greater joy of reading. Greater joy of reading means that students feel an increased motivation to read. Furthermore, the results shows that reading comprehension consists of several different components and that it can be difficult to recognize from a teacher’s perspective. Among other things, it emerged that students perform better at comprehension questions after reading aloud. In contrast, they perform better at silent reading in situations where they are supposed to retell what they have read.