När delar blir till helheter eller helheter blir till delar : En studie om olika läsinlärningsmetoder

Abstract The present thesis examines reading acquisition. The aim of the study is to gain a deepened understanding of various methods used for reading acquisition, how teachers’ are dealing with these methods and what aspects require special attention. The overall research question of the thesis is: How can one assess children’s future reading ability and identify a method that is appropriate to this ability? The overall aim leads to several more specifically addressed issues. In the theoretical part, different perspectives and theories about reading acquisition are presented along with different methods for how to work in order to facilitate reading. Learning how to read occurs, somewhat simplified, when parts become wholes or when wholes become parts. The methodological approach of the thesis consists of interviews with presently active teachers who share their views on how children learn how to read and which methods they use. The teachers who were interviewed were aware of the fact that different pupils learn differently and that the choice of method to facilitate reading acquisition is dependent on the individualized needs that a certain pupil has. Several of the teachers viewed the LTG-method (Reading on the basis of how you speak) as a good method as it creates enjoyment and motivation among the pupils since it is based on their own thoughts and experiences. One reoccurring topic among the interviewed teachers was the implication that it is the feeling, joy and motivation for both pupils and teachers that provide the basis for choosing an appropriate method for learning how to read. Keywords: Reading acquisition, Methods, LTG method, Witting method, Joy of reading