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Läsflyt: En interventionsstudie på två läsmetoders effekter på läsförmågan.
Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
2010 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Reading fluency :  An intervention study on reading skills (English)
Abstract [sv]

Sammanfattning

 

Syfte: Att undersöka två läsmetoders effekter på tolv elever från skolår 2, 3 och 4 avseende fonologisk och ortografisk läsförmåga, läsflyt, läsförståelse och RAN (Rapid Automatic Naming) samt jämföra resultaten med en grupp elever som fått traditionell specialundervisning under samma tid.

 

Metod: 52 elever genomförde en screening med avseende att mäta läsflyt och läsförståelse. Av dessa valdes 12 elever ut som hade svårigheter i läsflyt och korrekt läsning, fyra elever från varje skolår, 5 pojkar och 7 flickor. Eleverna delades i två lika stora grupper som tränade ordavkodning med två olika metoder i en-en-undervisning, 20 minuter tre gånger per vecka i sex veckor. De 18 eleverna fick utföra ytterligare fem läs- och skrivtest före och efter interventionen.

 

Resultat: De båda interventionsgrupperna förbättrade sina resultat på flera test mer än gruppen som fick traditionell specialundervisning. Elever som tränat Rydaholmsmetoden fick bättre resultat i alla högläsningstest utom ett. Elever som tränat datorprogrammet Hitta ord fick bättre resultat i nonsensordtestet samt de båda tystläsningstesten.

 

Diskussion: Resultatet skulle kunna tydas så att Rydaholmsmetoden tränar artikulation, ordmobilisering och läsflyt i högläsning medan datorprogrammet Hitta Ord tränar den ortografiska och fonologiska läsningen mer. Vidare skulle studiens resultat kunna tolkas så att en-en-undervisning är effektivare än traditionell specialundervisning.

Abstract [en]

Abstract

Aim: To investigate two reading methods effect on twelve students from school year 2, 3 and 4 in phonologic and orthographic reading, reading fluency and RAN comparing to traditional special education.

 

Method: 52 students were tested in reading fluency. Twelve students with reading problems were elected, four students from each class, 5 boys and 7 girls. They were divided in two groups and had an intervention in two different word reading program in a one-to-one-torturing for 20 minutes three times a week in six weeks. A group of six students, were chosen as a comparing group. All 18 students were testing the same battery of tests before and after the six weeks.

 

Result: The result showed that both intervention groups were improved their result more than the group trained with traditional special education. Rydaholms method group improved more in all loud reading tests except Nonsen word reading test while the computer trained group improved more in both cilent reading test and made a small improve in Nonsen word reading test.

 

Discussion: The result could interpret that Rydaholm method trained articulation, word mobilization and loud reading fluency more while the computer based program trained orthographic and phonological reading more. The result could also interpret that one-to-one-torturing improve reading ability more than traditional special education in this reading abilities.

 

Place, publisher, year, edition, pages
2010. , p. 35
Keywords [en]
decoding strategy, dyslexia, orthographic decoding, phonological decoding, reading fluency
Keywords [sv]
alfabetisk/fonologisk läsning, automatisering, dyslexi, läsflyt, ordavkodningsstrategi, ortografisk läsning
Identifiers
URN: urn:nbn:se:lnu:diva-6501OAI: oai:DiVA.org:lnu-6501DiVA, id: diva2:326748
Presentation
(Swedish)
Uppsok
Humanities, Theology
Supervisors
Examiners
Available from: 2010-09-21 Created: 2010-06-24 Last updated: 2010-09-21Bibliographically approved

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