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Lindholm, Anna 2019-05-21T13:20:55Z 2019-05-21T13:20:55Z 2019-05-21 978-91-87850-74-5 http://hdl.handle.net/2077/60056 The overall aim of this thesis is to highlight the significance of reading strategies in developing multilingual middle-school students’ Swedish reading comprehension. Reading strategies are considered from teaching, reading development and individual perspectives, and this compilation thesis comprises an introductory chapter and three articles. The three empirical studies are based on material collected at a school where around 95% of students are multilingual. Overall, a Mixed Methods Research (MMR) approach was taken. The first substudy focuses on the teaching of reading strategies in three different subjects through observations of two multilingual classrooms as well as teacher interviews. The second substudy examines students’ reading development over two years, and its relation to their self-reported use of reading strategies. The third substudy investigates the reading comprehension of eight multilingual students and their reflections on the use of reading strategies. The studied teachers have been inspired by the Reciprocal Teaching model, but the results indicate that these strategies (summarizing, predicting, clarifying, and questioning) are not always the ones students need in their own reading. In individual reading situations, students successfully tackled the vocabulary problems that arose when they read subject content by rereading sentences or paragraphs or drawing on their existing knowledge. Nevertheless, some students experienced difficulties comprehending the overall text content. swe Göteborgsstudier i nordisk språkvetenskap 38 Artikel I: Lindholm, A. (2016). Stöttning med hjälp av lässtrategier i det flerspråkiga klassrummet. I: Olin-Scheller, C. & M. Tengberg (red.). Läsa mellan raderna. Malmö: Gleerups Utbildning, s. 173–196 Artikel II: Lindholm, A.& Tengberg, M. (reviderad och åter inskickad). The reading development of Swedish L2 middle school students and its relation to reading strategy use. Artikel III: Lindholm, A. (under utgivning). Flerspråkiga elevers textförståelse och re- flektioner kring användning av lässtrategier. (Kommer i: Nordand – Nordisk tidsskrift for andrespråksforskning nr 1/2019. multilingual students Swedish reading comprehension reading strategies middle school strategy instruction reading development school-related texts metacognition Flerspråkiga elevers läsförståelse på svenska. Om lässtrategier och läsutveckling på mellanstadiet Text Doctoral thesis Doctor of Philosophy anna.lindholm@kau.se Göteborgs universitet. Humanistiska fakulteten University of Gothenburg. Faculty of Arts Department of Swedish ; Institutionen för svenska språket Fredagen den 14 juni 2019, kl. 13.15 i T302, Olof Wijksgatan 6, Göteborg (Gamla hovrätten) 2019-06-14 HF open.access