Elevers läsvanor : En kvalitativ studie av fyra fordonselevers läsvanor

• Main Author: Gustafsson, Frans
• Format: Others
• Language: Swedish
• Published: Högskolan Dalarna, Pedagogiskt arbete 2016
• Subjects: Reading habits; interest in reading; reading proficiency; reading development; path of least resistance; self-efficacy; the peer effect; the Matthew effect; operant conditioning; the zone of proximal development; the social cognitive theory; the theory of cognitive development; word decoding; unaccompanied refugee children; the motor vehicle program and upper secondary school.; Läsvanor; läsintresse; läsförmåga; läsutveckling; minsta motståndets lag; självförmåga; kamrateffekten; Matteus-effekten; operant betingning; proximalzonsteorin; den sociokognitiva teorin; den kognitiva utvecklingsteorin; ordavkodning; ensamkommande flyktingbarn; fordonsprogrammet och gymnasium.
• Online Access: http://urn.kb.se/resolve?urn=urn:nbn:se:du-21210

The following study was conducted at an upper secondary school in Sweden and attempts to explore the question of what influences male pupils’ reading habits. Many quantitative international studies, including PISA, PIRLS and IEA Reading Literacy, have sought to answer this question, but only partially succeeded due to the limitations of their methods. Therefore, this study seeks to explore this question in more depth using qualitative methods, including interviews and classroom observations, but also minor tests. Two facts which the previously mentioned international studies have found is that boys and particularly immigrant boys tend to have worse reading results than their counterparts. It is therefore the aim of this study to study four male students in upper secondary school; of which two are native Swedes and the other two are unaccompanied refugee children; one from Afghanistan and the other from Morocco. The findings of this study are as follows. Firstly, necessity was found to be the single most important factor for the reading habits of these four pupils; especially the two refugees. Both refugees learnt to read under harsh circumstances in madrassas in their respective home countries. Moreover, the Moroccan pupil learnt to speak and read Spanish fluently during his seven years as a homeless child. Furthermore, in the absence of necessity, interest was found to be decisive in determining the pupils’ reading habits. In addition to this, the study theorizes that an interest in reading generally arises before the ability to read and not vice versa. However, teachers can in fact affect their pupils’ reading habits even in upper secondary school.