”Utvecklingen är normal”: En fallstudie i lärares syn på strategier för utveckling av läsförståelse i relation till resultat hos lågstadieelever
Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
The purpose of this case study is to show the relationship between teachers´ views on strategies for developing reading comprehension in relation to the results of students in primary school. My hypothesis is that specific choices of methods, not necessarily has a positive effect on all students' reading comprehension. My aim is to, through in-depth interviews and tests from kindergarten to year 2, find out the percentage of risk pupils in kindergarten and year 1, and see how the share of risk students have developed over time . Through the interviews, I want to find out what strategies the interviewed teachers use and how they describe their work, and put their answers in relation to how their students have developed. The classes surveyed are currently in 2nd grade.The survey will be partially implemented with an in-depth interview of the two teachers, and I will use and analyze the accepted, standardized follow-up tests conducted in 2nd grade. These tests are at the current school called base diagnoses and consist of a reading comprehension test, a spelling test and a word decoding test. The survey is a case study, since I have limited myself to investigate only two classes, which means that no generalizations can be made. The purpose is to compare the risk students of the two classes and their development over time.The results of the case study show ambiguous results. Teachers experience their choice of strategies as all-natural and additionally that their students would not have developed in any other way, even if the choice of strategy would have been different. Both teachers believe that their students follow a completely normal curve of development.Unfortunately, we can tell from the student tests the proportion of risk students, in the class who have been under the ASL strategy (reading through writing) from year 1 to year 2 increased by 300%. For the comparison class taught by other strategies, it is possible to conclude that the proportion of risk students increased by 21%. This could be seen as positive, but only in comparison with the class which have been taught according to the ASL strategy. However, it should be desirable that the proportion of risk students decreases.
Place, publisher, year, edition, pages
2014. , 27 p.
ASL, stanine, testresultat.
IdentifiersURN: urn:nbn:se:kau:diva-31075OAI: oai:DiVA.org:kau-31075DiVA: diva2:692083
Subject / course