CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Att kunna läsa före skolstarten: En studie av några lärares uppfattningar av tidiga läsare i årskurs 1
Stockholm University, Faculty of Social Sciences, Department of Education.
2019 (Swedish)Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

Early readers are defined as students that are able to read fluently before beginning year 1. In this study, I have investigated some teachers' perceptions of early readers and the teaching of early readers from a phenomenographic research approach. The empirical evidence of the study consists of six recorded and semi-structured interviews with primary school teachers from three public schools. All participants have been involved in teaching students that are early readers. The inductive and phenomenographic inspired analysis generated eight different categories based on the participants' perceptions of early readers, and the other four categories addressed the perceptions of the teaching of early readers. Early readers are in general perceived to be strong, alternatively to be affected by factors at home, to have a strong motivation, or to have gained input from the pre-school and pre-school classes. The perceptions about the teaching of early readers are either based on their specific needs and the need of challenges that should be provided by the teacher, or the inclusion of the early readers in groups, in order to increase the involvement in a group learning process. Other perceptions are that the early reader should learn based on the current possessed level of knowledge, or that the early reader can be a resource for other students. The result of this study can be related to previous research, suggesting that the development of reading can occur in several different ways and that the teacher's own knowledge, attitude, and willingness in meeting with early readers, is significant for the student's motivation and future reading development. The findings in this study suggest that teaching of early readers requires reflection and presence from the teachers, and reflections of what, how, and why the teaching is performed in a certain way, and how it can benefit early readers.  

Place, publisher, year, edition, pages
2019. , p. 43
Keywords [en]
early readers, primary school, reading development, literacy, advanced readers
Keywords [sv]
tidiga läsare, grundskola, läsutveckling, avancerad läsning
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:su:diva-175344OAI: oai:DiVA.org:su-175344DiVA, id: diva2:1362457
Supervisors
Examiners
Available from: 2019-10-29 Created: 2019-10-20 Last updated: 2019-10-29Bibliographically approved

Open Access in DiVA

fulltext(707 kB)15 downloads
File information
File name FULLTEXT01.pdfFile size 707 kBChecksum SHA-512
e4683849a786a8ce037ede8b74d81d98bd0dd31135d39e7647f3be9bb29e96d8c7fa60d2365b17d6225effabc0cca77d309deb8992235518b24ceac77eaaf5b4
Type fulltextMimetype application/pdf

By organisation
Department of Education
Educational Sciences

Search outside of DiVA

GoogleGoogle Scholar
Total: 15 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

urn-nbn

Altmetric score

urn-nbn
Total: 75 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf