Competence in reading comprehension. : A qualitative study of some boys’ reading comprehension

Abstract This essay concerns a qualitative case study seeking to understand six boys’ reading habits and to investigate why it is that some boys who do not like reading nevertheless display good reading comprehension according to the results achieved for that skill in national tests. The study shows that the boys’ perception of reading has a lot to do with the contact they have with books when they are small. Whether or not there are adult role models in the home and whether the early encounter with texts in school is a positive or negative experience is significant for the boys’ later attitude to reading. In school they need to learn different strategies for reading comprehension and to be given time to develop them. Important aspects such as self-image and peer pressure are relevant here. The study also shows that the boys acquire narratives in other ways than through literature, such as through films, computer games, communication by means of chat and text messages. Reading is very much about finding the motivation to want to read. This study shows that it is important for continued reading development to find the right book with an exciting and plausible plot with which the pupil can identify. Most important of all, however, seems to be talking about books. Conversations about the plot and contents of books which gives a deeper understanding of the world seems to be crucial for whether the boys in the study will go on reading or not