Elevers motivation till läsning

: Speciallärarens roll i att stötta pedagoger

Abstract

Students' reading ability has received a great deal of attention due to a downward trend, but this trend has reversed in recent years. As a large part of the students' knowledge development is based on reading, this has consequences in all school subjects. The purpose of our independent work is to investigate how teachers in grades 1 to 6 can motivate students to read and how the special education teacher can support the teachers in students' reading. With the help of a survey, we wanted to see what factors teachers describes that motivates students to read, what methods teachers use to motivate students to read and how the special education teacher can support teachers to motivate students to read. Based on the socio-cultural theory and the social cognitive theory, we analyze, sum up and draw conclusions based on our results. The results clearly show that the teachers, like the previous research, believe that word decoding is an important basis for students to read. Other strong factors that are emphasized as important are the teacher's commitment, relevant literature and the students' motivation. The study showed that the teachers want support from the special education teacher with reading training, materials and tips for their teaching. As a result, we feel secure in the insight we have gained among factors and methods that motivate students to read and we can use it in our future profession. The results of our survey have given us indications of what teachers expects of us in our future profession.

Date of Award	2022-Jun
Original language	Swedish
Supervisor	Ann-Elise Persson (Supervisor), Helena Sjunnesson (Assessor) & Daniel Östlund (Examiner)