The intention with this study is to explain and create understanding for amotivation in relation to reading in the subject Swedish based on six teachers’ statements. The study is designed to create understanding for how a number of teachers, with starting point in the concept amotivation, support pupils in primary school year 3. The study has its theoretical starting point in the theory Selfdetermination theory, also called SDT. The data has been collected through semi structured interviews with six teachers. The interviews were sound recorded and later transcribed. A thematic content analysis was then applied to create themes that was used when presenting the results. The result shows that all the interviewed teachers have seen amotivated pupils in primary school year 3 but have developed different ways to identify them. The teachers mention that amotivated pupils often are detected by the lack of interest for books, they express their amotivation towards reading in different ways or they have trouble finding a book. The teachers mean that identifying the pupils in need of support is the first step in creating support. Amotivated pupils understanding for their own reading competence is also mentioned as small or unknown for themselves. Teachers therefore need to make sure the pupils develop the knowledge of their own ability. Pupils understanding for their own ability is essential to let them make their own choices and therefore essential to arise their autonomy and therefore their motivation. From the teachers statements I indicate support that is applied before, during and after reading. The interviewed teachers elaborate support to increase extrinsic motivation among the students with hope to make the students read more on their level and increase their confidence in reading. The goal with supporting the pupils in their extrinsic motivation is that the inner motivation will arise.
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