När läsning blir något man vill göra : En kvalitativ studie om elevers perspektiv på didaktiska förutsättningar för läsintresse i tidig läsundervisning

Sammanfattning

This study examines students’ perspectives on the didactic conditions that enable meaningful reading activities in early literacy instruction, as well as how these conditions can contribute to fostering reading interest. The point of departure is the understanding that reading cannot be viewed solely as a technical skill, but rather as an activity shaped through the interaction between the individual, the text and the educational context. The study draws on the theoretical framework The Active View of Reading, which emphasizes the reader’s active engagement and highlights the importance of motivation, self-regulation and contextual conditions. The empirical material consists of semi-structured group interviews with twelve students in grades 2 and 3, which were analysed using a deductive thematic analysis. The analysis resulted in four main themes that illustrate how students’ reading practises and interest in reading are influenced by both individual and instructional factors. The findings indicate that students’ reading engagement are closely linked to how reading activities are organized and enacted in school. In particular, the importance of planned and structured independent reading, opportunities for choice and autonomy, and the teacher’s active role in providing structure, supporting students’ focus and fostering the value of literature and reading in instruction is highlighted. Overall, the study demonstrates how didactic decisions in early reading instruction can create conditions for the development of an active and sustainable interest in reading among young learners.