Lässtrategier och läsförståelse : En studie om hur tre lärare använder sig av olika lässtrategier för att främja elevers läsförståelse

Reading is a vital skill both in and outside of school. We are constantly in a world of letters through different types of media, newspapers, smartphones, work etc. You can’t escape it, because we see it everyday in our lives. Many studies point out that Swedish pupils’ reading ability has dropped severely and that the number of people with poor reading skills has increased. The studies show that the most common curriculum for reading classes is for the students to answer questions or write about what they have read in their books. The teacher’s reading skill is instrumental for developing the students’ reading ability. The purpose of this study is to investigate what learning strategies teachers use to develop students’ reading ability in their second-grade pupils of primary school. Three teachers will be interviewed and given the chance to describe their teaching style and approach to improving their ability to teach. Moreover, Langers (2005) three envisionment-worldswill be utilised: To be outside and step into a envisionment-world, to be in and move through a envisionment-world, To step out and think about what you know. So will Shulmans (1986) theory which is important for the teachers’ class structure. He divides the theory into three categories: subject matter knowledge, pedagogical content knowledge, and curricular knowledge. These are central competencies for teachers to adapt class structures based on the students’ different needs.To answer the questions asked in the research, I have used both observations and interviews to get a deeper understanding for the teachers’ different approaches. The observations have made it clear that the teachers mostly use to be outside and step into a envisionment-world in their classes. What is also clear is that the teachers did not work based on one reading strategy, instead they had combined the best of each reading strategy, creating their own strategy. The teachers were well-aware of their own competency and how they work to improve students’ reading ability. Lastly, both the observations and interviews also showed a lot of similarities in their class structures.