To read what not is written. Report from a learning study with inferences as a learning object in an upper secondary school.

• An important component in reading comprehension is the ability to make inferences, what sometimes also is described as reading between the lines. The ability can be said to be three-folded, as inferences can be made from an individuals' experiences and thoughts, from the text itself and from other texts. On an upper-secondary school a group of teachers (n= 16) teaching in Swedish found through screening that their students (16 years old) were comfortable with making inferences using their own experiences and thoughts, but less skilled in making inferences by using clues in the text. The teachers chose as a learning-object the ability to localize clues in the given information and make inferences in the text to be able to read between lines. The aim was to develop the students awareness of that everything in a text not is explicitly written out and to discern values in words. Students should by finding the clues and reading between and outside the lines be able to perceive the main message in the text clearer. The group of teachers conducted a learning study-cycle with three lessons using contrast as the main pattern of variation. Each lesson was jointly planned and then performed for a new group. This presentation is a report from the learning study.

Ämnesord

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Lärande (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences -- Learning (hsv//eng)

Nyckelord

Learning study; upper secondary school; reading comprehension; inferences

Publikations- och innehållstyp

ref (ämneskategori)

kon (ämneskategori)