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Genrekunskaper som ett led i läsförståelsearbetet: textsamtal i årskurs 1 och 6
Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.ORCID iD: 0000-0002-2565-8875
2019 (Swedish)In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 7, no 2, p. 95-110Article in journal (Refereed)
Abstract [sv]

I denna studie undersöks textsamtal i årskurs 1 respektive årskurs 6, med syftet att utforska hur klassrumskommunikation kring skriftliga genrer kan främja bruket av lässtrategier. Empirisk data har insamlats genom observationer, ljudinspelningar och insamling av undervisningstexter medan analysen baserar sig på genreteori samt ramverk för läsförståelse och litteracitet. De deltagande lärarna undervisar enligt en genrepedagogisk modell. Resultatet visar hur kunskap om genrestrukturer och logiska samband utgör en referenspunkt i interaktionen kring narrativa och diskuterande texter, samt hur denna referenspunkt kan bidra till tillämpningen av frågeställande, sammanfattande, klargörande, värderande och förutsägande lässtrategier. Genrekunskaper kan därmed vara en utgångspunkt för att objektifiera undervisningstexter och samtidigt utgöra ett led i förståelsearbetet med dem.

Abstract [en]

This study focuses on text talk in school year 1 and 6, with the purpose of exploring how classroom communication around written genres can promote the use of reading strategies. The empirical data has been collected through observations, voice recordings and collection of texts used in teaching, whereas the analysis is based on genre theory and frameworks for literacy and reading comprehension. The participating teachers teach according to principles of genre pedagogy. The result shows how knowledge about genre structures and logical connections uphold a point of reference in the interaction based on narrative texts and discussions. Secondly, it shows how this point of reference can contribute to using questioning, summarising, clarifying, evaluating and predictive reading strategies. Thus, genre knowledge can be a basis for objectifying texts used in teaching and at the same time promote negotiation of their meanings.

Place, publisher, year, edition, pages
Lärarstiftelsen , 2019. Vol. 7, no 2, p. 95-110
Keywords [sv]
literacy, reading strategies, genre knowledge, systemic-funcitonal linguistics, second language teaching, primary school, swedish as a second language
National Category
Humanities and the Arts
Identifiers
URN: urn:nbn:se:mau:diva-3357Local ID: 28732OAI: oai:DiVA.org:mau-3357DiVA, id: diva2:1400158
Available from: 2020-02-28 Created: 2020-02-28 Last updated: 2021-08-16Bibliographically approved

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fulltext(391 kB)439 downloads
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File name FULLTEXT01.pdfFile size 391 kBChecksum SHA-512
95ce0feda62645e8c20cf8e9ab5db51967dffbb94a0154f1777dbece70711b2664058486825104e356ab96380cd0da2734d8f06fd3b56cd4a6d89909ca6e86e2
Type fulltextMimetype application/pdf

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https://forskul.se/tidskrift/volym-7-nummer-2-2019/genrekunskaper-som-ett-led-i-lasforstaelsearbetet-textsamtal-i-arskurs-1-och-6/

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Walldén, Robert

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CiteExportLink to record
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Citation style
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