Ingeborg Margrete Berge, Arild Michel Bakken, Atle Skaftun
Denne artikkelen undersøker hvordan læreren legger til rette for elevenes deltakelse i tekstsamtaler på 2. trinn og hvilken faglig praksis som er representert i disse samtalene. I analysene tar vi utgangspunkt i Mortimer og Scotts (2003) rammeverk for å gripe og beskrive talens betydning og funksjon knyttet til undervisning og læring i skolefag, og vi knytter elevenes faglige praksis til Shanahan og Shanahans (2008) sortering i tre nivå av literacyutvikling: basic, intermediate og disciplinary literacy. Resultatene indikerer at lærernes bruk av tekster er avgjørende for hva slags didaktiske formål som settes i spill i undervisningen, og at tydeligere faglig forankring kombinert med enkle grep kan tilføre tekstarbeidet i begynneropplæringen både dybde og en meningsfull retning. English abstract Tracing disciplinary literacy in year 2. Text conversations in Norwegian L1 classrooms This article examines how the teacher facilitates the students’ participation in text conversations in 2nd grade Norwegian L1 classrooms, and which literacy practice is represented in these conversations. The analyses are based on Mortimer & Scott’s (2003) framework designed to grasp and describe the significance and function of talk in education and learning in school subjects, and the students’ literacy practices are analyzed through Shanahan and Shanahan’s (2008) three levels of literacy development: basic, intermediate, and disciplinary literacy. Results indicate that how teachers use the text determines which teaching purposes are in play, and that a deeper disciplinary anchoring combined with a few simple moves can provide more depth and meaningful direction for working with texts in early literacy instruction.
{"title":"På sporet av faglighet i begynneropplæringen: tekstsamtaler i norskfaget","authors":"Ingeborg Margrete Berge, Arild Michel Bakken, Atle Skaftun","doi":"10.23865/njlr.v9.4038","DOIUrl":"https://doi.org/10.23865/njlr.v9.4038","url":null,"abstract":"\u0000Denne artikkelen undersøker hvordan læreren legger til rette for elevenes deltakelse i tekstsamtaler på 2. trinn og hvilken faglig praksis som er representert i disse samtalene. I analysene tar vi utgangspunkt i Mortimer og Scotts (2003) rammeverk for å gripe og beskrive talens betydning og funksjon knyttet til undervisning og læring i skolefag, og vi knytter elevenes faglige praksis til Shanahan og Shanahans (2008) sortering i tre nivå av literacyutvikling: basic, intermediate og disciplinary literacy. Resultatene indikerer at lærernes bruk av tekster er avgjørende for hva slags didaktiske formål som settes i spill i undervisningen, og at tydeligere faglig forankring kombinert med enkle grep kan tilføre tekstarbeidet i begynneropplæringen både dybde og en meningsfull retning.\u0000English abstract\u0000Tracing disciplinary literacy in year 2. Text conversations in Norwegian L1 classrooms\u0000\u0000This article examines how the teacher facilitates the students’ participation in text conversations in 2nd grade Norwegian L1 classrooms, and which literacy practice is represented in these conversations. The analyses are based on Mortimer & Scott’s (2003) framework designed to grasp and describe the significance and function of talk in education and learning in school subjects, and the students’ literacy practices are analyzed through Shanahan and Shanahan’s (2008) three levels of literacy development: basic, intermediate, and disciplinary literacy. Results indicate that how teachers use the text determines which teaching purposes are in play, and that a deeper disciplinary anchoring combined with a few simple moves can provide more depth and meaningful direction for working with texts in early literacy instruction.\u0000\u0000","PeriodicalId":315285,"journal":{"name":"Nordic Journal of Literacy Research","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115295417","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Bente Rigmor Walgermo, Bjørn Arild Ersland, Per Henning Uppstad
Forskning fremhever læreres positive selvoppfatning som en forutsetning for å kunne gi god lese- og skriveopplæring (Hodges et al., 2021); de må oppleve seg kompetente, ha handlingsrom og oppleve en tilknytning til arbeidet (Deci & Ryan, 2012). Selv om forskningslitteraturen innen motivasjon for skriving er omfattende og voksende (Camacho et al., 2021; Graham et al., 2018; Walgermo & Uppstad, under utgivelse), pekes det i litteraturen på at lærerutdannere ikke legger nok til rette for å styrke læreres positive selvoppfatninger knyttet til skriveopplæring (Cutler & Graham, 2008; Hodges et al., 2021). I denne artikkelen følger vi et autentisk undervisningsopplegg i lærerutdanningen og utforsker i hvilken grad det å gi lærerstudenter en innføring i å skrive tekster for barn i begynneropplæringen – ut over ordinær undervisning i lærerutdanningen – kan styrke studentenes forventning til egen engasjerende begynneropplæring. I et forfatterledet undervisningsopplegg fikk førsteårsstudenter i lærerutdanning en kort innføring i å skrive tekster for barn, før de selv skrev slike tekster og fikk tilbakemelding på disse. Studentenes mestringsforventning ble innhentet før og etter opplegget gjennom digitalt distribuerte spørreskjema. Som forventet opplevde studentene en signifikant økning i mestringsforventning for å skrive tekster for barn. Av større interesse er sammenhenger som kan peke mot et potensial for å styrke læreres beredskap for engasjerende begynneropplæring i klasserommet gjennom å lære å skrive tekster for barn. Diskusjonen drøfter denne muligheten i lys av teori om utvikling av mestringsforventning. ENGLISH ABSTRACT Write to me – exploration of pre-service teachers’ self-efficacy for instructing beginning writers Research has identified teachers’ positive self-beliefs as a prerequisite for their provision of highquality reading and writing instruction (Hodges et al., 2021): teachers must feel competent, have room for manoeuvre and feel engaged in their work (Deci & Ryan, 2012). There is an extensive and growing research literature on motivation for writing (Camacho et al., 2021; Graham et al., 2018), which has highlighted that teacher trainers do not give their students enough help and support to strengthen their positive self-beliefs when it comes to writing instruction (Cutler & Graham, 2008; Hodges et al., 2021). In this article, we follow an authentic teaching design in teacher training where the standard instruction included in the teacher-training programme was supplemented with an introduction to the writing of texts for children who are beginning readers. We explore whether this can help strengthen pre-service teachers’ belief that they will be able to provide engaging instruction to beginners. The teaching design in question involved a module led by a professional writer and targeting first-year students on the teaching programme, who first received a brief introduction on how to write texts for children and then wrote such texts them
{"title":"Skriv til meg – utforsking av lærerstudenters mestringsforventning til egen skriveundervisning i begynneropplæringen","authors":"Bente Rigmor Walgermo, Bjørn Arild Ersland, Per Henning Uppstad","doi":"10.23865/njlr.v9.3459","DOIUrl":"https://doi.org/10.23865/njlr.v9.3459","url":null,"abstract":"Forskning fremhever læreres positive selvoppfatning som en forutsetning for å kunne gi god lese- og skriveopplæring (Hodges et al., 2021); de må oppleve seg kompetente, ha handlingsrom og oppleve en tilknytning til arbeidet (Deci & Ryan, 2012). Selv om forskningslitteraturen innen motivasjon for skriving er omfattende og voksende (Camacho et al., 2021; Graham et al., 2018; Walgermo & Uppstad, under utgivelse), pekes det i litteraturen på at lærerutdannere ikke legger nok til rette for å styrke læreres positive selvoppfatninger knyttet til skriveopplæring (Cutler & Graham, 2008; Hodges et al., 2021). I denne artikkelen følger vi et autentisk undervisningsopplegg i lærerutdanningen og utforsker i hvilken grad det å gi lærerstudenter en innføring i å skrive tekster for barn i begynneropplæringen – ut over ordinær undervisning i lærerutdanningen – kan styrke studentenes forventning til egen engasjerende begynneropplæring. I et forfatterledet undervisningsopplegg fikk førsteårsstudenter i lærerutdanning en kort innføring i å skrive tekster for barn, før de selv skrev slike tekster og fikk tilbakemelding på disse. Studentenes mestringsforventning ble innhentet før og etter opplegget gjennom digitalt distribuerte spørreskjema. Som forventet opplevde studentene en signifikant økning i mestringsforventning for å skrive tekster for barn. Av større interesse er sammenhenger som kan peke mot et potensial for å styrke læreres beredskap for engasjerende begynneropplæring i klasserommet gjennom å lære å skrive tekster for barn. Diskusjonen drøfter denne muligheten i lys av teori om utvikling av mestringsforventning.\u0000ENGLISH ABSTRACT \u0000Write to me – exploration of pre-service teachers’ self-efficacy for instructing beginning writers\u0000Research has identified teachers’ positive self-beliefs as a prerequisite for their provision of highquality reading and writing instruction (Hodges et al., 2021): teachers must feel competent, have room for manoeuvre and feel engaged in their work (Deci & Ryan, 2012). There is an extensive and growing research literature on motivation for writing (Camacho et al., 2021; Graham et al., 2018), which has highlighted that teacher trainers do not give their students enough help and support to strengthen their positive self-beliefs when it comes to writing instruction (Cutler & Graham, 2008; Hodges et al., 2021). In this article, we follow an authentic teaching design in teacher training where the standard instruction included in the teacher-training programme was supplemented with an introduction to the writing of texts for children who are beginning readers. We explore whether this can help strengthen pre-service teachers’ belief that they will be able to provide engaging instruction to beginners. The teaching design in question involved a module led by a professional writer and targeting first-year students on the teaching programme, who first received a brief introduction on how to write texts for children and then wrote such texts them","PeriodicalId":315285,"journal":{"name":"Nordic Journal of Literacy Research","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122708811","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A. M. Bakken, A. F. Gourvennec, B. Walgermo, O. Solheim, Njål Foldnes, P. H. Uppstad
Effective reading instruction requires precise assessment of the learner’s current skill level. For young learners, however, assessment often comes at a great cost: Tests take a long time and students are presented with items that are both too easy and too difficult. Recent developments in adaptive testing have the potential for solving both these challenges. In this paper, we take the path of argument-based validity (Kane, 2015) by presenting an interpretation and use argument for an upcoming adaptive test. We term this paper a study protocol, in line with the established tradition for protocols for pre-registered empirical trials. The function of the protocol is to communicate openly what often remains tacit knowledge on test development.
{"title":"Adaptvurder: Study Protocol for an Upcoming Adaptive Reading Test","authors":"A. M. Bakken, A. F. Gourvennec, B. Walgermo, O. Solheim, Njål Foldnes, P. H. Uppstad","doi":"10.23865/njlr.v9.2906","DOIUrl":"https://doi.org/10.23865/njlr.v9.2906","url":null,"abstract":"Effective reading instruction requires precise assessment of the learner’s current skill level. For young learners, however, assessment often comes at a great cost: Tests take a long time and students are presented with items that are both too easy and too difficult. Recent developments in adaptive testing have the potential for solving both these challenges. In this paper, we take the path of argument-based validity (Kane, 2015) by presenting an interpretation and use argument for an upcoming adaptive test. We term this paper a study protocol, in line with the established tradition for protocols for pre-registered empirical trials. The function of the protocol is to communicate openly what often remains tacit knowledge on test development.","PeriodicalId":315285,"journal":{"name":"Nordic Journal of Literacy Research","volume":"117 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117217728","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article sets out to examine teacher perceptions of letter learning in literacy programmes for L2-adults with limited earlier schooling, as demonstrated in their teaching. The theoretical frame is taken from New Literacy Studies, with literacy perceived as socially shared and organised. The study draws on occasions during lesson observations where teachers addressed the issue of coding and decoding of letters. Findings suggest that these teachers follow patterns that build on assumptions and traditions with roots in the teaching of L1 children and use the material that they have at hand. The teachers’ prosodic knowledge in relation to letters and spelling was insufficient. We argue that when teachers are not aware of the phonetic and phonological challenges facing adult L2 learners, they may not give students enough support in their development of early literacy skills. Although explicit letter teaching represents only a small part of overall teaching, if teachers miss out on phonetic and phonological knowledge, they may not be able to identify difficulties for students and may even create unnecessary stumbling blocks for them. We conclude that there is a strong need for the development of basic literacy education for L2-adults to include both teacher knowledge and teaching aids.
{"title":"Teachers’ perceptions of letter learning among adults: The case of basic literacy education in Swedish for immigrants","authors":"Åsa Wedin, Annika Norlund Shaswar","doi":"10.23865/njlr.v9.3843","DOIUrl":"https://doi.org/10.23865/njlr.v9.3843","url":null,"abstract":"This article sets out to examine teacher perceptions of letter learning in literacy programmes for L2-adults with limited earlier schooling, as demonstrated in their teaching. The theoretical frame is taken from New Literacy Studies, with literacy perceived as socially shared and organised. The study draws on occasions during lesson observations where teachers addressed the issue of coding and decoding of letters. Findings suggest that these teachers follow patterns that build on assumptions and traditions with roots in the teaching of L1 children and use the material that they have at hand. The teachers’ prosodic knowledge in relation to letters and spelling was insufficient. We argue that when teachers are not aware of the phonetic and phonological challenges facing adult L2 learners, they may not give students enough support in their development of early literacy skills. Although explicit letter teaching represents only a small part of overall teaching, if teachers miss out on phonetic and phonological knowledge, they may not be able to identify difficulties for students and may even create unnecessary stumbling blocks for them. We conclude that there is a strong need for the development of basic literacy education for L2-adults to include both teacher knowledge and teaching aids.","PeriodicalId":315285,"journal":{"name":"Nordic Journal of Literacy Research","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128687864","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ämnet svenska som andraspråk syftar till att ge elever den språkliga beredskap som krävs för att få tillgång till studie-, yrkes-, samhälls- och vardagsliv i Sverige. Centralt är därför att utveckla en allsidig skriftspråklig kompetens. I den här artikeln undersöks vilka diskurser om skrivande som återfinns i de läro-, kurs- och ämnesplaner som reglerar ämnet svenska som andraspråk inom vuxenutbildning. Materialet analyserades med hjälp av Ivaničs (2004) diskursanalytiska verktyg. Resultaten visar att det trots skrivandets allt större betydelse i samhället är få delar i styrdokumenten som explicit rör skrivande. Totalt sett återfanns fler diskurser på grundläggande än på gymnasial nivå, men det är begränsat till ett fåtal diskurser. Analysen indikerar att ämnet omgärdas av en övergripande nyttodiskurs på gymnasial nivå, där skrivandet framför allt ska komma eleven till gagn i ett vidare akademiskt studieliv. På båda nivåer ges individens egna mål med skrivandet ett begränsat utrymme, liksom skrivande för kreativa syften. Ett kritiskt perspektiv i relation till skrivande saknas. På gymnasial nivå har skrivande för vardags- och samhällsliv därutöver en nedtonad betydelse. Artikeln föreslår att en bred skrivundervisning med tydligare vägledning i såväl styrdokumentens ämnesinnehåll som betygskriterier kan öka förutsättningarna för elever att utveckla en hög skriftspråklig kompetens. ENGLISH ABSTRACT The discourses of writing in the syllabus of Swedish as a second language at secondary and upper secondary levels within the municipal Swedish adult education This study set out to investigate what discourses of writing dominate the syllabus of Swedish as a second language at secondary and upper secondary levels within the municipal adult education in Sweden. The material was analyzed using Ivanič’s (2004) discourse analytical framework. The results show that writing is given limited space in the syllabus. Although, in total, more discourses were found at the secondary than at the upper secondary level. The analysis indicates that the subject is surrounded by an overall discourse of usefulness, especially at upper secondary level, where writing above all should benefit the student for future studies and a professional life. The individual’s own goals with writing are secondary, as well as writing for creative purposes. A critical perspective in relation to writing is also lacking. This article proposes that the syllabus should give writing a greater space with clearer guidance in both subject content and knowledge requirements to provide students with conditions to develop a high level of written language competence.
{"title":"Diskurser om skrivande i styrdokument för svenska som andraspråk på grundläggande och gymnasial nivå inom vuxenutbildning","authors":"Clara Palm","doi":"10.23865/njlr.v9.3529","DOIUrl":"https://doi.org/10.23865/njlr.v9.3529","url":null,"abstract":"Ämnet svenska som andraspråk syftar till att ge elever den språkliga beredskap som krävs för att få tillgång till studie-, yrkes-, samhälls- och vardagsliv i Sverige. Centralt är därför att utveckla en allsidig skriftspråklig kompetens. I den här artikeln undersöks vilka diskurser om skrivande som återfinns i de läro-, kurs- och ämnesplaner som reglerar ämnet svenska som andraspråk inom vuxenutbildning. Materialet analyserades med hjälp av Ivaničs (2004) diskursanalytiska verktyg. Resultaten visar att det trots skrivandets allt större betydelse i samhället är få delar i styrdokumenten som explicit rör skrivande. Totalt sett återfanns fler diskurser på grundläggande än på gymnasial nivå, men det är begränsat till ett fåtal diskurser. Analysen indikerar att ämnet omgärdas av en övergripande nyttodiskurs på gymnasial nivå, där skrivandet framför allt ska komma eleven till gagn i ett vidare akademiskt studieliv. På båda nivåer ges individens egna mål med skrivandet ett begränsat utrymme, liksom skrivande för kreativa syften. Ett kritiskt perspektiv i relation till skrivande saknas. På gymnasial nivå har skrivande för vardags- och samhällsliv därutöver en nedtonad betydelse. Artikeln föreslår att en bred skrivundervisning med tydligare vägledning i såväl styrdokumentens ämnesinnehåll som betygskriterier kan öka förutsättningarna för elever att utveckla en hög skriftspråklig kompetens.\u0000ENGLISH ABSTRACT\u0000The discourses of writing in the syllabus of Swedish as a second language at secondary and upper secondary levels within the municipal Swedish adult education\u0000This study set out to investigate what discourses of writing dominate the syllabus of Swedish as a second language at secondary and upper secondary levels within the municipal adult education in Sweden. The material was analyzed using Ivanič’s (2004) discourse analytical framework. The results show that writing is given limited space in the syllabus. Although, in total, more discourses were found at the secondary than at the upper secondary level. The analysis indicates that the subject is surrounded by an overall discourse of usefulness, especially at upper secondary level, where writing above all should benefit the student for future studies and a professional life. The individual’s own goals with writing are secondary, as well as writing for creative purposes. A critical perspective in relation to writing is also lacking. This article proposes that the syllabus should give writing a greater space with clearer guidance in both subject content and knowledge requirements to provide students with conditions to develop a high level of written language competence. ","PeriodicalId":315285,"journal":{"name":"Nordic Journal of Literacy Research","volume":"90 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126840591","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
N. Klang, Johanna Åsman, M. Mattsson, C. Nilholm, Jenny Wiksten Folkeryd
Previous research has shown that cooperative learning interventions, in which reading comprehension strategies are embedded, have a positive effect on students’ reading comprehension. However, the question is whether these interventions give rise to genuine discussions, promoting flexible and dynamic understanding of texts. In this study, one lesson module from the intervention Cooperative Learning and Reading Comprehension (CL-RC; Klang et al., 2022) was studied using theory of stances of envisionment building (Langer, 2011). The results of the video analysis disclosed that, over the course of three lessons, the peer-led discussions and teacher-led discussions provided unique opportunities for student literary understanding. The results also revealed the limitationsof CL-RC intervention with regard to opportunities for students to focus on an author’s craft and literary elements or to use their envisionment in new unrelated situations.
以往的研究表明，嵌入阅读理解策略的合作学习干预对学生的阅读理解有积极的影响。然而，问题是这些干预是否会引起真正的讨论，促进对文本的灵活和动态的理解。在本研究中，一个课程模块来自合作学习与阅读理解(CL-RC;Klang et al.， 2022)使用情境构建立场理论进行了研究(Langer, 2011)。视频分析的结果显示，在三节课的过程中，同学主导的讨论和老师主导的讨论为学生的文学理解提供了独特的机会。结果还揭示了CL-RC干预的局限性，即学生有机会关注作者的技巧和文学元素，或者在新的不相关的情况下使用他们的想象。
{"title":"Envisioning texts through cooperative learning - peer-led and teacher-led discussions","authors":"N. Klang, Johanna Åsman, M. Mattsson, C. Nilholm, Jenny Wiksten Folkeryd","doi":"10.23865/njlr.v9.3627","DOIUrl":"https://doi.org/10.23865/njlr.v9.3627","url":null,"abstract":"Previous research has shown that cooperative learning interventions, in which reading comprehension strategies are embedded, have a positive effect on students’ reading comprehension. However, the question is whether these interventions give rise to genuine discussions, promoting flexible and dynamic understanding of texts. In this study, one lesson module from the intervention Cooperative Learning and Reading Comprehension (CL-RC; Klang et al., 2022) was studied using theory of stances of envisionment building (Langer, 2011). The results of the video analysis disclosed that, over the course of three lessons, the peer-led discussions and teacher-led discussions provided unique opportunities for student literary understanding. The results also revealed the limitationsof CL-RC intervention with regard to opportunities for students to focus on an author’s craft and literary elements or to use their envisionment in new unrelated situations. ","PeriodicalId":315285,"journal":{"name":"Nordic Journal of Literacy Research","volume":"148 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123396787","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mari Ylenfors, Johanna Malmqvist, Gunvie Möllås, John Rack
Elever med utländsk bakgrund presterar genomsnittligt lägre i läsförståelse än elever med inhemsk bakgrund. Föreliggande studie ämnar bidra med kunskap om skolors arbete med flerspråkiga elever som möter svårigheter med läsning och skrivning. Syftet med studien var att undersöka hur grundskolor i en kommun beskriver hur de arbetar med att förebygga läs- och skrivsvårigheter, identifiera läs- och skrivsvårigheter samt hur de arbetar med stödinsatser för att utveckla elevers läs- och skrivförmåga. En webbenkät skickades till samtliga skolor i en kommun. En litteracitetsmodell, som innefattar olika aspekter av läsning och skrivning med utgångspunkt i ett sociokulturellt perspektiv, användes för att analysera kodknäckande och meningsskapande undervisningspraktiker. Resultaten visar på ett behov av att utveckla skolornas arbete inom två viktiga områden. Det första är att utveckla arbetet med att tillvarata flerspråkiga elevers olika språkliga och sociokulturella resurser samt deras erfarenheter. Det andra är att förbättra samarbetet med modersmålslärare och studiehandledare. Studiens huvudslutsats är att skolor, genom att tillvarata elevers olika språkliga och kulturella resurser, rimligtvis kan förbättra stödet till flerspråkiga elever i deras läs-och skrivutveckling. ENGLISH ABSTRACT Schools’ teaching practices for multilingual pupils experiencing difficulties in their literacy development processThe aim of the present study is to investigate how the elementary schools in one municipality describe how they work to prevent difficulties with literacy development, to identify specific reading and writing difficulties among multilingual pupils and how they work to develop their literacy skills. A questionnaire was sent to all schools in the municipality (response rate, 77 %). A literacy model within a sociocultural theoretical framework was used in the analysis of codebreaking and meaning-making practices. The results show the need for schools to improve their capability in two crucial areas: firstly, to better utilize the students’ different linguistic resources and sociocultural experiences, and secondly to improve the collaboration with mother tongue teachers and study guidance tutors. The main conclusion is that the schools can improve their practices by taking advantage of the students’ linguistic resources to a greater extent, which plausibly can support these students’ literacy development.
{"title":"Arbete för flerspråkiga elever som möter svårigheter i läs- och skrivutveckling – en enkätstudie","authors":"Mari Ylenfors, Johanna Malmqvist, Gunvie Möllås, John Rack","doi":"10.23865/njlr.v8.3197","DOIUrl":"https://doi.org/10.23865/njlr.v8.3197","url":null,"abstract":"Elever med utländsk bakgrund presterar genomsnittligt lägre i läsförståelse än elever med inhemsk bakgrund. Föreliggande studie ämnar bidra med kunskap om skolors arbete med flerspråkiga elever som möter svårigheter med läsning och skrivning. Syftet med studien var att undersöka hur grundskolor i en kommun beskriver hur de arbetar med att förebygga läs- och skrivsvårigheter, identifiera läs- och skrivsvårigheter samt hur de arbetar med stödinsatser för att utveckla elevers läs- och skrivförmåga. En webbenkät skickades till samtliga skolor i en kommun. En litteracitetsmodell, som innefattar olika aspekter av läsning och skrivning med utgångspunkt i ett sociokulturellt perspektiv, användes för att analysera kodknäckande och meningsskapande undervisningspraktiker. Resultaten visar på ett behov av att utveckla skolornas arbete inom två viktiga områden. Det första är att utveckla arbetet med att tillvarata flerspråkiga elevers olika språkliga och sociokulturella resurser samt deras erfarenheter. Det andra är att förbättra samarbetet med modersmålslärare och studiehandledare. Studiens huvudslutsats är att skolor, genom att tillvarata elevers olika språkliga och kulturella resurser, rimligtvis kan förbättra stödet till flerspråkiga elever i deras läs-och skrivutveckling.\u0000ENGLISH ABSTRACT\u0000Schools’ teaching practices for multilingual pupils experiencing difficulties in their literacy development processThe aim of the present study is to investigate how the elementary schools in one municipality describe how they work to prevent difficulties with literacy development, to identify specific reading and writing difficulties among multilingual pupils and how they work to develop their literacy skills. A questionnaire was sent to all schools in the municipality (response rate, 77 %). A literacy model within a sociocultural theoretical framework was used in the analysis of codebreaking and meaning-making practices. The results show the need for schools to improve their capability in two crucial areas: firstly, to better utilize the students’ different linguistic resources and sociocultural experiences, and secondly to improve the collaboration with mother tongue teachers and study guidance tutors. The main conclusion is that the schools can improve their practices by taking advantage of the students’ linguistic resources to a greater extent, which plausibly can support these students’ literacy development.\u0000 ","PeriodicalId":315285,"journal":{"name":"Nordic Journal of Literacy Research","volume":"85 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123987292","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Liv Kristin Bjørlykke Øvereng, Atle Skaftun, Siv M. Gamlem
Denne studien undersøker kor vidt og korleis nettbrett som ressurs kan bidra til kvalitet i literacypraksisar i begynnaropplæringa i eit utval norske førsteklasserom. Studien er teoretisk forankra i ei sosiokulturell forståing av undervisning, språk og læring. Utvalet er selektert frå eit datasett på atten klasserom og består av dei fem klasseromma med høgast CLASS-K-3-skår på lærar–elevinteraksjonar.Videoobservasjon av undervisningstimar (n = 33) er analysert og transkribert gjennom ein kvalitativ innhaldsanalyse. Studien viser at det er lite aktiv samhandling mellom lærar og elev når elevane brukar nettbrett, men at klassene har aktivitetar som kan gi rom for aktive lærar–elevinteraksjonar når elevane brukar nettbrett. Resultat frå studien kan gi auka kunnskap og bevisstheit om unytta potensial for elevar si aktive deltaking i lærar–elev-interaksjonar ved bruk av nettbrett. ENGLISH ABSTRACT Tablets in 1st grade classroom literacy practices with high-ranking quality in teacher-pupil interactionsThis study investigates how tablets as a resource in education can contribute to quality in literacy practices in beginner education (pupils 6–7 years). The study is theoretically rooted in a sociocultural understanding of teaching, language, and learning. The sample is five first-grade classrooms in Norway. The sample is selected through pre-analyzes of video observations that have shown high or moderate quality of teacher-pupil interactions in beginner education. Video observation of 33 lessons is analyzed and transcribed through a qualitative content analysis on a micro scale. The study finds that there rarely are engaging interactions between teacher and pupils when pupils use tablets. Still, we find that approaches to conduct active teacher-pupil interactions are elicited in some classrooms when pupil use tablets. Results from the study can provide increased knowledge and awareness of the untapped potential for pupils’ active participation in teacher-pupil interactions using tablets.
{"title":"Nettbrett i literacypraksisar i førsteklasserom med høg kvalitet i lærar–elev-interaksjonar","authors":"Liv Kristin Bjørlykke Øvereng, Atle Skaftun, Siv M. Gamlem","doi":"10.23865/njlr.v8.3903","DOIUrl":"https://doi.org/10.23865/njlr.v8.3903","url":null,"abstract":"Denne studien undersøker kor vidt og korleis nettbrett som ressurs kan bidra til kvalitet i literacypraksisar i begynnaropplæringa i eit utval norske førsteklasserom. Studien er teoretisk forankra i ei sosiokulturell forståing av undervisning, språk og læring. Utvalet er selektert frå eit datasett på atten klasserom og består av dei fem klasseromma med høgast CLASS-K-3-skår på lærar–elevinteraksjonar.Videoobservasjon av undervisningstimar (n = 33) er analysert og transkribert gjennom ein kvalitativ innhaldsanalyse. Studien viser at det er lite aktiv samhandling mellom lærar og elev når elevane brukar nettbrett, men at klassene har aktivitetar som kan gi rom for aktive lærar–elevinteraksjonar når elevane brukar nettbrett. Resultat frå studien kan gi auka kunnskap og bevisstheit om unytta potensial for elevar si aktive deltaking i lærar–elev-interaksjonar ved bruk av nettbrett.\u0000ENGLISH ABSTRACT\u0000Tablets in 1st grade classroom literacy practices with high-ranking quality in teacher-pupil interactionsThis study investigates how tablets as a resource in education can contribute to quality in literacy practices in beginner education (pupils 6–7 years). The study is theoretically rooted in a sociocultural understanding of teaching, language, and learning. The sample is five first-grade classrooms in Norway. The sample is selected through pre-analyzes of video observations that have shown high or moderate quality of teacher-pupil interactions in beginner education. Video observation of 33 lessons is analyzed and transcribed through a qualitative content analysis on a micro scale. The study finds that there rarely are engaging interactions between teacher and pupils when pupils use tablets. Still, we find that approaches to conduct active teacher-pupil interactions are elicited in some classrooms when pupil use tablets. Results from the study can provide increased knowledge and awareness of the untapped potential for pupils’ active participation in teacher-pupil interactions using tablets. ","PeriodicalId":315285,"journal":{"name":"Nordic Journal of Literacy Research","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121092696","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Artikkelen drøfter hvilken rolle lesing av skjønnlitteratur kan spille i et tverrfaglig undervisningsopplegg om rovdyr. Det empiriske materialet består av gruppesamtaler med elever på mellomtrinnet som har lest to skjønnlitterære tekster om rovdyrproblematikk i forkant av et skolebesøk på Rovdyrskolen. De skjønnlitterære tekstene kan relateres til bærekraftig utvikling som tverrfaglig tema i LK20 i Norge. I lys av begrepene «textrörlighet» (Liberg et al., 2012) og repertoar (McCormick, 1994) drøftes det hvordan elevene posisjonerer seg i møte med tekster. Tekst 1, ei realistisk fortelling om ei jente som møter en bjørn på en skogstur, begeistrer og engasjerer elevene. Teksten er skrevet med skjønnlitterære virkemidler som er lett tilgjengelig for elevene, og skaper tydelig tverrfaglig engasjement og forståelse for dilemmaer i rovdyrproblematikken. Tekst 2 er ei fantastisk fortelling som drar veksler på samisk fortellertradisjon. Elevene møter motstand i leseprosessen, noe som trigger enkeltelever til å oppklare og forstå teksten. Artikkelen argumenterer for at skjønnlitteraturen kan føre til kritisk tenkning og refleksjon i en tverrfaglig sammenheng. ENGLISH ABSTRACT Being in and moving through texts. Reading fiction in interdisciplinary teaching about predators at the upper primary levelThe article discusses the role reading fiction can play in an interdisciplinary teaching program about predators. The empirical material consists of discussions in groups with students at the upper primary level who read two fictional texts about predator issues, prior to a school visit to a Wildlife Park. The fiction texts can be related to sustainable development as an interdisciplinary theme in LK20 in Norway. In order to explore how the students position themselves when reading, the terms “text movability” (Liberg et al., 2012) and “repertoire”(McCormick, 1994) are adopted. Text 1, a realistic story about a girl who meets a bear on a forest trip, excites and engages the students. The text is written with fictional tools that are easily accessible to students, and creates a clear interdisciplinary commitment and understanding of dilemmas concerning the predator problem. Text 2 is a fantastic story related to the Sami storytelling tradition. Studentsencounter resistance in the reading process, triggering individual students to engage with and understand the text. The article argues that fiction can lead to critical thinking and reflection in an interdisciplinary context.
{"title":"Å bevege seg i og gjennom tekster. Skjønnlitterær lesing i tverrfaglig undervisning om rovdyr på mellomtrinnet","authors":"Haakon Halberg, Anne Berit Lyngstad","doi":"10.23865/njlr.v8.3178","DOIUrl":"https://doi.org/10.23865/njlr.v8.3178","url":null,"abstract":"Artikkelen drøfter hvilken rolle lesing av skjønnlitteratur kan spille i et tverrfaglig undervisningsopplegg om rovdyr. Det empiriske materialet består av gruppesamtaler med elever på mellomtrinnet som har lest to skjønnlitterære tekster om rovdyrproblematikk i forkant av et skolebesøk på Rovdyrskolen. De skjønnlitterære tekstene kan relateres til bærekraftig utvikling som tverrfaglig tema i LK20 i Norge. I lys av begrepene «textrörlighet» (Liberg et al., 2012) og repertoar (McCormick, 1994) drøftes det hvordan elevene posisjonerer seg i møte med tekster. Tekst 1, ei realistisk fortelling om ei jente som møter en bjørn på en skogstur, begeistrer og engasjerer elevene. Teksten er skrevet med skjønnlitterære virkemidler som er lett tilgjengelig for elevene, og skaper tydelig tverrfaglig engasjement og forståelse for dilemmaer i rovdyrproblematikken. Tekst 2 er ei fantastisk fortelling som drar veksler på samisk fortellertradisjon. Elevene møter motstand i leseprosessen, noe som trigger enkeltelever til å oppklare og forstå teksten. Artikkelen argumenterer for at skjønnlitteraturen kan føre til kritisk tenkning og refleksjon i en tverrfaglig sammenheng.\u0000ENGLISH ABSTRACT\u0000Being in and moving through texts. Reading fiction in interdisciplinary teaching about predators at the upper primary levelThe article discusses the role reading fiction can play in an interdisciplinary teaching program about predators. The empirical material consists of discussions in groups with students at the upper primary level who read two fictional texts about predator issues, prior to a school visit to a Wildlife Park. The fiction texts can be related to sustainable development as an interdisciplinary theme in LK20 in Norway. In order to explore how the students position themselves when reading, the terms “text movability” (Liberg et al., 2012) and “repertoire”(McCormick, 1994) are adopted. Text 1, a realistic story about a girl who meets a bear on a forest trip, excites and engages the students. The text is written with fictional tools that are easily accessible to students, and creates a clear interdisciplinary commitment and understanding of dilemmas concerning the predator problem. Text 2 is a fantastic story related to the Sami storytelling tradition. Studentsencounter resistance in the reading process, triggering individual students to engage with and understand the text. The article argues that fiction can lead to critical thinking and reflection in an interdisciplinary context. ","PeriodicalId":315285,"journal":{"name":"Nordic Journal of Literacy Research","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114141895","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
M. Melby-Lervåg, Kristin Rogde, Å. M. Hagen, A. Lervåg
Whether the effects of an oral-language intervention is tested with measures of trained vocabulary (treatment-inherent tests) or standardized measures (treatment-independent tests) can have consequences for the mean effect size in meta-analyses. Moreover, based on a theory of transfer effects, effects on the trained words could serve as an index of how much benefit is gained by children from the intervention. We present a meta-analysis that assesses the differences and relation between the intervention effects of these two types of outcomes, trained vocabulary and standardized vocabulary tests. The results show large effects on trained vocabulary, limited effects on standardized measures, and no clear relation between the two. The moderator analysis indicates that less instruction time is associated with larger effect sizes on trained vocabulary but that trained vocabulary is not a predictor of either standardized expressive or receptive vocabulary. Thus, in interventions and meta-analyses, it is important to distinguish between effects on trained vocabulary and standardizedtests, and trained vocabulary effects does not necessarily transfer to standardized measures. This indicates that effects on trained vocabulary outcomes provide limited information when evaluating language interventions.
{"title":"Improvement in oral language interventions: Differences and relation between effects on treatment-inherent measures and effects on standardized tests","authors":"M. Melby-Lervåg, Kristin Rogde, Å. M. Hagen, A. Lervåg","doi":"10.23865/njlr.v7.2814","DOIUrl":"https://doi.org/10.23865/njlr.v7.2814","url":null,"abstract":"Whether the effects of an oral-language intervention is tested with measures of trained vocabulary (treatment-inherent tests) or standardized measures (treatment-independent tests) can have consequences for the mean effect size in meta-analyses. Moreover, based on a theory of transfer effects, effects on the trained words could serve as an index of how much benefit is gained by children from the intervention. We present a meta-analysis that assesses the differences and relation between the intervention effects of these two types of outcomes, trained vocabulary and standardized vocabulary tests. The results show large effects on trained vocabulary, limited effects on standardized measures, and no clear relation between the two. The moderator analysis indicates that less instruction time is associated with larger effect sizes on trained vocabulary but that trained vocabulary is not a predictor of either standardized expressive or receptive vocabulary. Thus, in interventions and meta-analyses, it is important to distinguish between effects on trained vocabulary and standardizedtests, and trained vocabulary effects does not necessarily transfer to standardized measures. This indicates that effects on trained vocabulary outcomes provide limited information when evaluating language interventions.","PeriodicalId":315285,"journal":{"name":"Nordic Journal of Literacy Research","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133474957","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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