Tidigare forskning kring olika språk- läs- och skrivsvårigheter har i större utsträckning varit riktade mot avkodningssvårigheter än svårigheter med språkförståelsen. I vår studie har det uppdagats att lärarna arbetar språkförståelsefrämjande, men bygger sin undervisning mer på beprövad erfarenhet än vetenskaplig grund. Ett område vi ser som intressant att utföra en studie kring är hur speciallärare arbetar för att vara en länk mellan forskning och praktik. Ju äldre eleverna blir desto högre krav ställs på språkförståelsen i och med att texterna blir mer avancerade, oavsett skolämne. Lärarens medvetenhet kring detta blir således än mer betydelsefullt för elever med språkförståelsesvårigheter. Utifrån studiens resultat och den fördjupade kunskap vi erhållit från vetenskaplig forskning ser vi det intressant att undersöka mellanstadielärares uppfattningar om språkförståelse. Förslag på vidare studier kan även vara att undersöka hur mellanstadielärare och speciallärare arbetar med att utveckla
37
REFERENSER
Alatalo, T. (2011). Skicklig läs- och skrivundervisning i åk 1–3: Om lärares möjligheter och
hinder (Doktorsavhandling). Göteborg: Göteborgs universitet.
Alt, M. (2011). Phonological working memory impairments in children with specific language impairment: Where does the problem lie? Journal of Communication
Disorders, 44(2), 173-185.
Andreassen, R. (2008). Explicit undervisning i läsförståelse. I I. Bråten (Red.), Läsförståelse i teori och praktik (s. 229-261). Lund: Studentlitteratur.
Barnes, M. A., Dennis, M., & Haefele-Kalvaitis, J. (1996). The effect of knowledge availability and knowledge accessibility on coherence and elaborative inferencing in children from six to fifteen years of age. Journal of Experimental Child Psychology,
61(1), 216-241.
Best, R. M., Floyd, R. G., & McNamara, D. S. (2008). Differential competencies contributing to children´s comprehension of narrative and expository texts. Reading Psychology, 29(2), 137-164.
Bryman, A. (2011). Samhällsvetenskapliga metoder (2:a uppl.). Malmö: Liber.
Cain, K. (1999). Ways of reading: How knowledge and use of strategies are related to reading comprehension. British Journal of Developmental Psychology, 17(2), 293-309.
Cain, K., & Oakhill, J. V. (1999). Inference making ability and its relation to
comprehension failure in young children. Reading and Writing: An Interdisciplinary
Journal, 11(5), 489-503.
Cain, K., Oakhill, J. V., Barnes. M. A., & Bryant, P. E. (2001). Comprehension skill, inference making ability, and their relation to knowledge. Memory & Cognition, 29(6), 850-859.
Cain, K., Oakhill, J., & Bryant, P. E. (2004). Children's reading comprehension ability: Concurrent prediction by working memory, verbal ability, and component skills. Journal of Educational Psychology, 96(1), 31-42.
Catts, H. W., Adlof, S. M., & Weismer, S. E. (2006). Language deficits in poor
comprehenders: A case for the simple view of reading. Journal of Speech, Language and
Hearing Research, 49(2), 278-293.
Catts, H. W., Compton, D., Tomblin, J. B., & Bridges, M. S. (2012). Prevalence and nature of late-emerging poor readers. Journal of Educational psychology, 104(1), 166-181.
Catts, H. W., Herrera, S., Nielsen, D. C., & Bridges, M. S. (2015). Early prediction of reading comprehension within the simple view of framework. Reading and Writing: An
38 Catts, H. W., Kamhi, A. G., & Adlof, S. M. (2014). Defining and classifying reading
disabilities. In A. G. Kamhi & H. W. Catts (Eds.), Language and reading disabilities (3rd ed) (pp. 47-78). Harlow: Pearson Education Limited.
Catts, H. W., Nielsen, D. C., Bridges, M. S., Liu, Y-S. (2016). Early identification of reading comprehension difficulties. Journal of Learning Disabilities, 49(5), 451-465.
Chall, J. S. (1983). Stages of reading development. New York: McGraw-Hill.
Chinton, M. W., & Ehri, L. C. (2015). Vocabulary learning: Sentence context linked by events in scenarios facilitate third graders´ memory for verb meanings. Reading
Research Quarterly, 50(4), 439-458.
Clark, P. J., Snowling, M. J., Truelove, E., & Hulme, C. (2010). Ameliorating children´s reading-comprehension difficulties: A randomized controlled trial. Psychological Science, 21(8), 1106-1116.
Duke, N. K. (2000). 3.6 minutes per day: The scarcity of informational texts in first grade. Reading Research Quarterly, 35(2), 202-224.
Edwards Santoro, L., Chard, D. J., Howard, L., & Baker, S. K. (2008). Making the very most of classroom read-alouds to promote comprehension and vocabulary. The Reading Teacher,
61(5), 396-408.
Ehri, L. C. (2005). Learning to read words: Theory, findings, and issues. Scientific Studies
of Reading, 9(2), 167-188.
Ehri, L. C., Nunes, S. R., Willows, D. M., Schuster, B. V., Yaghoub-Zadeh, Z., & Shanahan, T. (2001). Phonemic awareness instruction helps children to read: Evidence from the National Reading Panel’s meta-analysis. Reading Research Quarterly, 36(3), 250-287. Elwér, Å. (2014). Early predictors of reading comprehension difficulties
(Doktorsavhandling). Linköping: Linköpings universitet, Institutionen för beteendevetenskap och lärande.
Elwér, Å., Keenan, J. M., Olson, R. K., Byrne, B., & Samuelsson, S. (2013). Longitudinal stability and predictors of poor oral comprehenders and poor decoders. Journal of
Experimental Child Psychology, 115(3), 497-516.
Fejes, A., & Thornberg, R. (2015). Kvalitativ forskning och kvalitativ analys. I A. Fejes & R. Thornberg (Red.), Handbok i kvalitativ analys (2:a uppl.) (s. 16-43). Stockholm: Liber. Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial
and Special Education, 7(1), 6-10.
Graneheim, U. H., & Lundman, B. (2004). Qualitative content analysis in nursing research: Concepts, procedures and measures to achieve trustworthiness. Nurse Education Today,
39 Guthrie, J. T., Wigfield, A., Barbosa, P., Perencevich, K. C., Taboada, A., Davis, M. H., Scafiddi, N. T., & Tonks, S. (2004). Increasing reading comprehension and
engagement through concept-oriented reading instruction. Journal of Educational
Psychology, 96(3), 403-423.
Hoover, W. A., & Gough, P. B. (1990). The simple view of reading. Reading and Writing:
An Interdisciplinary Journal, 2(2), 127-160.
Hulme, C., & Snowling, M. J. (2011). Children´s reading comprehension difficulties: Nature, causes, and treatments. Current Directions in Psychological Science, 20(3), 139-142.
Høien, T., & Lundberg, I. (1999). Dyslexi: Från teori till praktik. Stockholm: Natur och Kultur.
Kamhi, A. G. (2014). Perspectives on assessing and improving reading comprehension. In A. G. Kamhi & H. W. Catts (Eds.), Language and reading disabilities (3rd ed) (pp. 171-188). Harlow: Pearson Education Limited.
Kamhi, A. G., & Catts, H. W. (2014a). Reading development. In A. G. Kamhi & H. W. Catts (Eds.), Language and reading disabilities (3rd ed) (pp. 25-46). Harlow: Pearson
Education Limited.
Kamhi, A. G., & Catts, H. W. (2014b). Language and reading: Convergences and
divergences. In A. G. Kamhi & H. W. Catts (Eds.), Language and reading disabilities (3rd ed) (pp. 1-23). Harlow: Pearson Education Limited.
Kintsch, W., & Rawson, K. A. (2005). Comprehension. In M. J. Snowling, C. Hulme & C. J. Hulme (Eds.), The science of reading: A handbook (pp. 209-226). Malden, MA: Blackwell Publishing Ltd.
Kvale, S., & Brinkmann, S. (2014). Den kvalitativa forskningsintervjun (3:e uppl.). Lund: Studentlitteratur.
Lonigan, C. J., Burgess, S. R., & Schatschneider, C. (2018). Examining the simple view of reading with elementary school children: Still simple after all these years. Remedial and Special Education, 39(5), 260-273.
Nation, K. (2005). Children´s reading comprehension difficulties. In M. J. Snowling, C. Hulme & C. J. Hulme (Eds.), The science of reading: A handbook (pp. 248-265). Malden, MA: Blackwell Publishing Ltd.
Nation, K., & Snowling, M. (1998). Semantic processing and development of word recognition skills: Evidence from children with reading comprehension difficulties. Journal of Memory and Language, 39(1), 85-101.
NRP. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implication for reading
instruction. (NRP = National Reading Panel). Washington, DC: National Institute for Child
40 Oakhill, J. (1982). Constructive processes in skilled and less-skilled comprehender´s memory for sentences. British Journal of Psychology, 73(1), 13-20.
Oakhill, J. (1984). Inferential and memory skills in children´s comprehension of stories. British Journal of Educational Psychology, 54(1), 31-39.
Oakhill, J., Hartt, J., & Samols, D., (2005). Levels of comprehension monitoring and
working memory in good and poor comprehenders. Reading and Writing, 18(7), 657-686. Palinscar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1(2), 117-175.
Perfetti, C. A., Landi, N., & Oakhill, J. (2005). The acquisition of reading comprehension skill. In M. J. Snowling, C. Hulme & C. J. Hulme (Eds.), The science of reading: A
handbook (pp. 227-247). Malden, MA: Blackwell Publishing Ltd.
Pressley, M., & Wharton-McDonald, R. (2002). The need for increased comprehension instruction. In M. Pressley, Reading instructions that works: The case for balanced
teaching (2nd ed) (pp. 236-288). New York: The Guilford Press.
Scarborough, H. S. (2001). Connecting early language and literacy to later reading
(dis)abilities: Evidence, theory, and practice. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of Early Literacy (pp. 97-110). New York: Guilford Press.
Skolverket. (2016). Att läsa och förstå: Läsförståelse av vad och för vad?Stockholm: Skolverket.
Skolverket. (2017). PIRLS 2016: Läsförmågan hos svenska elever i årskurs 4 i ett
internationellt perspektiv (Rapport 463). Stockholm: Skolverket. Hämtad 2019-05-10, från https://www.skolverket.se/skolutveckling/forskning-och-utvarderingar/internationella-
jamforande-studier-pa-utbildningsomradet
Skolverket. (2019). Läroplan för grundskolan, förskoleklassen och fritidshemmet:
Reviderad 2019. Stockholm: Skolverket. Hämtad 2019-11-29, från
https://www.skolverket.se/undervisning/grundskolan/laroplan-och-kursplaner-for-
grundskolan/laroplan-lgr11-for-grundskolan-samt-for-forskoleklassen-och-fritidshemmet
Snow, C. E., & Juel, C. (2005). Teaching children how to read: What do we know about how to do it? In M. J. Snowling, C. Hulme & C. J. Hulme (Eds.), The science of reading:
A handbook (pp. 501-520). Malden, MA: Blackwell Publishing Ltd.
Snowling, M. J., & Hulme, C. (2011). Evidence-based interventions for reading and language difficulties: Creating a virtuous circle. British Journal of Educational Psychology, 81(1), 1-23.
Snowling, M. J., & Hulme, C. (2012). Interventions for children´s language and literacy difficulties. International Journal of Language & Communication Disorders, 47(1), 27-34. Spear-Swerling, L. (2015). Common types of reading problems and how to help children who have them. The Reading Teacher, 69(5), 513-522.
Thornberg, R., & Fejes, A. (2015). Kvalitet och generaliserbarhet i kvalitativa studier. I A. Fejes & R. Thornberg (Red.), Handbok i kvalitativ analys (2:a uppl.) (s. 256-278). Stockholm: Liber.
41 Tjernberg, C. (2013). Framgångsfaktorer i läs- och skrivlärande. En praxisorienterad studie
med utgångspunkt i skolpraktiken (Doktorsavhandling). Stockholm: Stockholms
universitet.
van Loon, M. H., de Bruin, A. B.H., van Gog, T., & van Merriënboer, J. J.G. (2013). Activation of inaccurate prior knowledge affects primary-school students´ metacognitive judgments and calibration. Learning and Instruction, 24(1), 15-25.
Vetenskapsrådet. (2017). God forskningssed. Stockholm: Vetenskapsrådet. Hämtad 2019-05 10, från https://publikationer.vr.se/produkt/god-forskningssed/
Vygotskij, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, Massachusetts: Harvard University Press.
Westby, C. (2014). Assessing and remediating text comprehension problems. In A. G. Kamhi & H. W. Catts (Eds.), Language and reading disabilities (3rd ed) (pp.189-252).
Harlow: Pearson Education Limited.
Westlund, B. (2009). Att undervisa i läsförståelse: Lässtrategier och studieteknik. Stockholm: Natur och Kultur.
Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. The
Journal of Child Psychology and Psychiatry, 17(2), 89-100.
Zwaan, R. A. (1994). Effect of genre expectations on text comprehension. Journal of
42