Mittuniversitetet

This study focuses early readers, e.g. children who have learnt to read before they start school, and their learning environment at home and in school. The theoretical concepts of interaction, zone of proximal development, actual and potential level of development, Vygotsky (1978), emerge as key concepts.

This presentation draws on data from a three year longitudinal study. Participants are thirteen early readers, their peers, teachers and parents. Data consist of standardized reading tests, interviews with parents and teachers, classroom observations and informal talks with early readers.

Children should be given the possibility to read in social practices (Liberg & Björk, 2001) with a starting point in their own understanding, interest and motivation. Reading and writing can not be learnt separately from each other and the world around, but in meaningful contexts, where the children are given opportunities to explore print and be a part of the reading society, on their own and together with others. In this study, early readers’ interest in reading and writing activities is the starting point for different activities in the homes. Reading acquisition takes place in the zone of proximal development, with parents and older siblings support. Interactions between early readers and parents will develop early readers’ knowledge of print and the world around, which will serve as good help in reading acquisition.

The school environment, differs from the home environment, e.g. as there are steering documents, learning materials, class-mates and teachers views of learning, that will influence teaching and learning.