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Flerspråkiga elevers textförståelse och reflektioner kring användning av lässtrategier
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).ORCID iD: 0000-0002-3911-5302
2019 (Swedish)In: Nordand: nordisk tidsskrift for andrespråksforskning, ISSN 0809-9227, Vol. 14, no 1, p. 69-92Article in journal (Refereed) Published
Place, publisher, year, edition, pages
2019. Vol. 14, no 1, p. 69-92
Keywords [sv]
läsförståelse, flerspråkighet, mellanstadiet, reflektioner, lässtrategier
National Category
Languages and Literature
Research subject
Swedish as a Second Language
Identifiers
URN: urn:nbn:se:kau:diva-74622DOI: 10.18261/issn.2535-3381-2019-01-04OAI: oai:DiVA.org:kau-74622DiVA, id: diva2:1348199
Available from: 2019-09-03 Created: 2019-09-03 Last updated: 2019-10-24Bibliographically approved
In thesis
1. Flerspråkiga elevers läsförståelse på svenska: Om lässtrategier och läsutveckling på mellanstadiet
Open this publication in new window or tab >>Flerspråkiga elevers läsförståelse på svenska: Om lässtrategier och läsutveckling på mellanstadiet
2019 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Alternative title[en]
Multilingual students’ Swedish reading comprehension : Reading strategies and reading development in middle school
Abstract [en]

The overall aim of this thesis is to highlight the significance of reading strategies in developing multilingual middle-school students’ Swedish reading comprehension. Reading strategies are con-sidered from teaching, reading development and individual perspectives, and this compilation thesis comprises an introductory chapter and three articles. The three empirical studies are based on material collected at a school where around 95% of the students are multilingual. Overall, a Mixed Methods Research (MMR) approach was taken. The first substudy focuses on the teaching of reading strategies in three different subjects through observations of two multilingual classrooms as well as teacher interviews. The second substudy examines students’ reading development over two years, and its relation to their self-reported use of reading strategies. The third substudy in-vestigates the reading comprehension of eight multilingual students and their reflections on the use of reading strategies. The studied teachers have been inspired by the Reciprocal Teaching model, but the results indicate that these strategies (summarizing, predicting, clarifying, and questioning) are not always the ones students need in their own reading. In individual reading situations, stu-dents successfully tackled the vocabulary problems that arose when they read subject content by rereading sentences or paragraphs or drawing on their existing knowledge. Nevertheless, some stu-dents experienced difficulties comprehending the overall text content.

Place, publisher, year, edition, pages
Göteborg: Göteborgs universitet, 2019. p. 238
Series
Göteborgsstudier i nordisk språkvetenskap ; 38
Keywords
multilingual students, Swedish reading comprehension, reading strategies, middle school, strategy instruction, reading development, school-related texts, metacognition
National Category
Educational Sciences Languages and Literature
Research subject
Swedish as a Second Language
Identifiers
urn:nbn:se:kau:diva-74683 (URN)978-91-87850-74-5 (ISBN)
Public defence
2019-06-14, T302, Olof Wijksgatan 6, Göteborg, 13:15 (Swedish)
Available from: 2019-10-21 Created: 2019-09-08 Last updated: 2019-10-21Bibliographically approved

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Lindholm, Anna

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