Medveten högläsning i förskolans sociala läsmiljö : En fältforksningsstudie om den dialogiska läsningens betydelse.

Sammanfattning

The aim of this study is to enhance the understanding of how preschool teachers work with and reason about a language development using a dialogic reading approach in a social reading environment, when reading aloud to the preschoolers.The study consists of a field study that uses qualitative methods including observations and semi-structured interviews with preschool teachers. The focus is on the preschool teachers’ perception about the reading activities that are part of the everyday preschool activities. The result indicates that the preschool teachers are aware of the importance of reading aloud and to use a dialogic reading activities to develop the preschooler’s language development. The result also indicates that an obstacle to a truly successful social reading environment, is the lack of time, but the preschool teachers try to overcome this obstacle by all means. Another result is that preschool teachers’ use of reading-aloud and dialogic reading differs depending on the age of the preschoolers.The study concludes that preschools are working with language development among the preschoolers on a daily basis, by using reading-aloud and dialogic reading, where language and pictures are the main focus. Furthermore, the preschools in this study consider it equally important to involve parents in the education of their children, i.e., that the preschool teachers have to make parents aware of the importance of reading aloud to their child, but also about the significance of using a dialogic reading.