«Det er greit å vere den du er sjølv». Elever på 6. trinn sin forståelse av romanen Kampen (Eiksund, 2021)

Hensikten med denne masteroppgaven er å se på hvordan lesevaner og bruk av strategier i etterkant av lesing kan påvirke elevers forståelse av romanen Kampen. For å finne svar på dette ble empirien generert ved hjelp av spørreskjema og brevmetoden som kvalitative metoder. Utvalget er en klasse på 6. trinn (N = 16), og opplegget med til sammen tre skjema ble gjennomført i plenum. Problemstillingen lyder slik: Hvordan forstår et utvalg elever på 6. trinn romanen Kampen i lys av lesevaner? For å svare på dette har jeg benyttet meg av tre forskningsspørsmål: 1) Hvilket forhold har et utvalg 6. klassinger til fritidslesing? 2) Hvordan forstår et utvalg 6. klassinger romanen? Og 3) Hvilke strategier bruker et utvalg 6. klassinger i etterkant av lesing for å forstå tematikken i romanen? Disse spørsmålene er utgangspunktet for de tre skjemaene, og svarene til elevene forteller noe om hvordan de tolker og forstår romanen. Flere teoretikere og forskere innenfor litteraturforskning har sett på konsekvensene av fritidslesing (Bråten & Brandmo, 2021; Roe, 2020; Stanovich, 2000), og hvordan forkunnskaper kan brukes som støtte inn mot leseforståelse (Bråten, 2007; Claudi, 2013; Gee, 1999; McNamara, 2001; Kinsch, 1998 i Rogne, 2014). Sammenlagt indikerer dette at de elevene som leser mest hjemme kan vise bedre forståelse for innholdet i tekstene de leser og benytter seg av dypere strategier i etterkant av lesingen. For å teste dette ble elevene i drøftingsdelen fordelt i tre ulike grupper basert på lesevaner. Funnene indikerer at teoriene om lesevaner og forkunnskaper også gjelder for utvalget i denne studien. De elevene som leser mest på fritiden er de som også bruker de dype strategiene mest og viser best leseforståelse og evne til å trekke slutninger fra egne forkunnskaper samt å lese mellom linjene.Abstract The purpose of this master’s thesis is to look at how reading habits and the use of strategies post-reading can affect the pupils’ understanding of the novel Kampen. To answer this, the data was generated using questionnaires and the letter-method as qualitative methods. The selection was a class in 6th grade (N = 16), and the classroom project with a total of three questionnaires was carried out in a plenary session. The research question reads as follows: How does a selection of pupils in the 6th grade understand the novel Kampen in light of their reading habits? To answer this, I have applied three sub-questions: 1) What relation does a selection of 6th graders have to leisure reading? 2) How does a selection of 6th graders understand the novel? And 3) Which strategies does a selection of 6th graders use post-reading to understand the theme in the novel? These questions are the basis of the three questionnaires, and the pupils’ answers describe how they interpret and understand the novel. Several theorists and researchers within literature study have studied the consequences of leisure time reading (Bråten & Brandmo, 2021; Roe, 2020; Stanovich, 2000), and how preexisting knowledge can be used as a support towards reading comprehension (Bråten, 2007; Claudi, 2013; Gee, 1999; McNamara, 2001; Kinsch, 1998 i Rogne, 2014). Together, this indicates that the pupils who read the most at home will have the best comprehension to the contents of the texts they read and will use the more in-depth strategies post-reading. To test this, the pupils were in the discussion split into three different groups based on their reading habits. The results indicate that the theories about reading habits and pre-existing knowledge also applies to the selection in this study. Those pupils who read the most in their leisure time are also the ones who use the most in-depth strategies and show the best reading comprehension and ability to draw lines between their own existing knowledge and the text as well as to read between the lines

Overexpression of the aphid-induced serine protease inhibitor <i>CI2c </i>gene in barley affects the generalist green peach aphid, not the specialist bird cherry-oat aphid

<div><p>Aphids are serious pests in crop plants. In an effort to identify plant genes controlling resistance against aphids, we have here studied a protease inhibitor, CI2c in barley (<i>Hordeum vulgare</i> L.). The <i>CI2c</i> gene was earlier shown to be upregulated by herbivory of the bird cherry-oat aphid <i>(Rhopalosiphum padi</i> L.<i>)</i> in barley genotypes with moderate resistance against this aphid, but not in susceptible lines. We hypothesized that CI2c contributes to the resistance. To test this idea, cDNA encoding <i>CI2c</i> was overexpressed in barley and bioassays were carried out with <i>R</i>. <i>padi</i>. For comparison, tests were carried out with the green peach aphid (<i>Myzus persicae</i> Sulzer), for which barley is a poor host. The performance of <i>R</i>. <i>padi</i> was not different on the <i>CI2c</i>-overexpressing lines in comparison to controls in test monitoring behavior and fecundity. <i>M</i>. <i>persicae</i> preference was affected as shown in the choice test, this species moved away from control plants, but remained on the <i>CI2c</i>-overexpressing lines. <i>R</i>. <i>padi</i>-induced responses related to defense were repressed in the overexpressing lines as compared to in control plants or the moderately resistant genotypes. A putative susceptibility gene, coding for a β-1,3-glucanase was more strongly induced by aphids in one of the <i>CI2c</i>-overexpressing lines. The results indicate that the CI2c inhibitor in overexpressing lines affects aphid-induced responses by suppressing defense. This is of little consequence to the specialist <i>R</i>.<i>padi</i>, but causes lower non-host resistance towards the generalist <i>M</i>. <i>persicae</i> in barley.</p></div