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Läsförståelse i grundsärskolan: en studie utifrån pedagogers perspektiv
Kristianstad University, Faculty of Education.
Kristianstad University, Faculty of Education.
2021 (Swedish)Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesisAlternative title
Reading comprehension in compulsory special school : a study from the perspective of educators (English)
Abstract [en]

The study describes educators´ perceptions of reading comprehension for students with intellectual disabilities and neuropsychiatric disabilities in compulsory special school grades 7–9 for students who read the subject Swedish. The study also sheds light on the strategies educators´ use to make texts comprehensible and provide support in reading comprehension. Based on the educators´ descriptions, the opportunities and challenges the educators face are highlighted. 

 

The study is based on eight qualitative semi-structured interviews with educators active in upper secondary school. All informants teach the subject Swedish. The theoretical framework for the study consists of the socio-cultural perspective and a cognitive science perspective. The result is analyzed on the basis of concepts taken from the two theoretical starting points.

 

Based on the educators' descriptions, it appears that reading comprehension teaching takes place as a group activity, couple activity but also as an individual work. The educators attach great importance to getting the students involved in conversations to guide the students through the text. In teaching, the educators work to create a background knowledge of the text and to explain words and concepts. The strategies described are based on the educators modeling and thinking aloud about how the student can find answers in a text and make inferences. A large part of the teaching is based on finding texts and working methods that motivate and make the text comprehensible. In their work, the educators use creative methods with theatrical working methods and a personal commitment to get students' attention and create motivation. An important basis is to get to know the student, starting from a survey of the student's level and then find adapted material. The results also show that a large part of the student group has difficulty with decoding and language / listening comprehension, which are important factors for reading comprehension.

 

The study shows that reading comprehension is not only a cognitive ability, but motivation and how one sees oneself as a reader is of crucial importance.

 

The study's special pedagogical relevance shows that educators need to be active in text conversations and strategies to engage students in reading comprehension teaching.

Place, publisher, year, edition, pages
2021. , p. 78
Keywords [en]
Cognitive science perspective, inference teaching, intellectual disability, neuropsychiatric disability, reading comprehension, sociocultural perspective
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:hkr:diva-22138OAI: oai:DiVA.org:hkr-22138DiVA, id: diva2:1576924
Subject / course
Education
Educational program
Special Education Teacher Programme
Supervisors
Examiners
Available from: 2021-07-01 Created: 2021-07-01 Last updated: 2021-07-01Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
  • ieee
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More styles
Language
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  • nn-NB
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  • Other locale
More languages
Output format
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