Aktiv och medveten läsare – från början till slut? : En granskning av läsförståelsestrategiers omfattning i läromedel på gymnasienivå
The aim of this study is to investigate how reading comprehension strategies appear in three textbooks designed for Swedish 1 at Swedish upper secondary school level. The study uses a content analysis to investigate the frequency of each reading comprehension strategies, how they are presented and w...
| Main Authors: | , |
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| Format: | Others |
| Language: | Swedish |
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Umeå universitet, Institutionen för språkstudier
2020
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| Online Access: | http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-170651 |
| Summary: | The aim of this study is to investigate how reading comprehension strategies appear in three textbooks designed for Swedish 1 at Swedish upper secondary school level. The study uses a content analysis to investigate the frequency of each reading comprehension strategies, how they are presented and which strategies that are integrated with student tasks. The result shows that there is a difference between which reading comprehension strategies that got the most space in each textbook and how each textbook presents the strategies. Based on Palinscar & Brown, Bråten & Samelstuen and Dymock & Nicholson's models for reading comprehension strategy usage, every strategy was found – except for visualizing which was missing in one of the textbooks. The conclusion from this study is that reading comprehension strategies appear in textbooks for Swedish upper secondary school level but the students are not always aware that they are using them which is important to develop reading comprehension. |
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