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Skriftspråkande i fritidshemmet

Christina Aminoff et al · Malmö University Press · 2026

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This study contributes to knowledge about school-age educare as a literacy practice by investigating conditions for reading and writing among students aged 6-7. Data were collected through observations of teachers’ and students’ literacy-related actions, as well as individual interviews with teachers at two school-age educare settings. The findings show that teachers led reading aloud and individual reading activities, in which students either read silently or “talk-read” with a peer. Reading aloud served several functions, including highlighting thematic work, focusing on a specific reading comprehension strategy, and creating order during snack time. The school-age educare teachers also initiated literacy skills training through isolated phonics exercises offered as an optional activity during “free play.” This practice closely resembled phonics teaching in school. By contrast, when students engaged with letter-sound associations during outdoor “free play,” the aim was not to practice phonics; instead, the language play served the purpose of the play itself. Thus, different practices occurred in parallel in the school-age educare settings: a more school-based practice guided by school-age educare teachers, alongside more playful student-initiated practices in which reading, writing, and language play were explored on students’ own terms.

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APA 7

al, C. A. E. (2026). Skriftspråkande i fritidshemmet. https://doi.org/10.63310/edu.2026.2.51316

MLA

al, Christina Aminoff et. "Skriftspråkande i fritidshemmet." 2026. https://doi.org/10.63310/edu.2026.2.51316.

Chicago

al, Christina Aminoff et. 2026. "Skriftspråkande i fritidshemmet.". https://doi.org/10.63310/edu.2026.2.51316.

Harvard

al, C. A. E. 2026, Skriftspråkande i fritidshemmet, Malmö University Press, available at: https://doi.org/10.63310/edu.2026.2.51316 [Accessed 29 Jun. 2026].

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Título
Skriftspråkande i fritidshemmet
Autor / colaboradores
Christina Aminoff et al
Editorial
Malmö University Press
Año de publicación
2026
ISSN
2004-5190
ISSN
2004-5190
Idioma
dan
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