Inkludering, delaktighet och inflytande i högläsning : En kvalitativ studie om hur lärare i F-3 arbetar på ett demokratiskt sätt inom högläsningen

Sammanfattning

The purpose of the study is to investigate how teachers in F-3 work in a inclusive way in reading aloud where the students can participate and have an influence. The study is based on two research question. How do some of the teachers in F-3 perceive that the students become involed and have an influence in the reading aloud? and How do some teachers in F-3 perceive the students being included in the reading aloud? I used semi-structured interviews and systematic observations, which is a qualitative approach. The result showed that the teachers in F-3 works in a democratic way, where the students can be involed, included and with their influence affect the reading aloud moments. The students can join in and discuss what they have read, have difficult concepts axplained but also be abel to connect what they have read to their own experiences. The teachers are careful to plan the reading aloud sessions most of the time and have a purpose for it. How the teacher reads plays a big role in capturing the students. Some teachers reads with empathy, walking around the class to make sure everyone was following along, but also so that all students could see the pictures that were in the books as they lacked projectors in the classrooms and considered that some students need pictures support while reading. Reading aloud is a recurring routine in the students' teaching where the students get on share their knowledge, which leads to participation.