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  • Bachelor i grunnskolelærerutdanning 1.-7. trinn / Primary and lower secondary education 1st to 7th grade
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  • Bachelor i grunnskolelærerutdanning 1.-7. trinn / Primary and lower secondary education 1st to 7th grade
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Lesestrategier

Myrvold, Mona
Bachelor thesis
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URI
http://hdl.handle.net/11250/132952
Date
2013
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  • Bachelor i grunnskolelærerutdanning 1.-7. trinn / Primary and lower secondary education 1st to 7th grade [105]
Abstract
Sammendrag: Denne teoretiske bacheloroppgaven tar for seg lesestrategier og søker svar på hvordan man kan undervise i lesestrategier for elever på mellomtrinnet. Gjennom teori som omhandler fremming av leseforståelse etter den grunnleggende lese- og skriveopplæringen, har jeg søkt svar på dette og kommet fram til at undervisning i lesestrategier kan fremme elevenes leseforståelse dersom den foregår eksplisitt og direkte, og over tid. Dette innebærer at læreren har et langsiktig perspektiv og involverer og bruker seg selv som ressurs for elevene gjennom blant annet modellering og veiledning. Målet med å undervise i lesestrategier bør være at elevene skal bli selvstendige brukere av strategiene og til slutt kunne velge blant ulike lesestrategier som passer for seg og lesingens formål.
 
Summary: This theoretical thesis examines and presents reading strategies and in what way one can teach reading strategies for pupils at the upper primary level, grades 5-7. After searching through theory which involves promoting reading comprehension after the basic training in reading and writing skills, I have found that teaching reading strategies can be useful for the pupils if it is done explicitly. This means the training is done by a lot of involvement from the teacher, and needs to take place over a longer period of time. The aim is to help the pupils in order to become independent users of different kinds of reading strategies, and this is not done in a day. This process involves, among other modeling and guidance as tools which helps the pupils to use reading strategies in the right way. The teacher’s involvement will be reduced as the pupils become secure and confident in the use of the strategies.
 
Description
Bacheloroppgave, grunnskolelærerutdanning, 2013

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