Sanna Kraft, Fredrik Thurfjell, John Rack, Åsa Wengelin
For barn med stavningssvarigheter ar skriftsprakande en stor utmaning och behovet att hitta nya redskap for att understodja deras skriftspraksutveckling ar darfor stort. Att skriva med taligenkanning, diktering, skulle kunna underlatta skrivprocessen eftersom dikteringsverktyget reducerar kraven pa skribenten att stava sjalv, och detta skulle darmed kunna frigora kognitiva resurser till annan textbearbetning. Att diktera text innebar emellertid inte med nodvandighet en enklare textproduktion; dels behover texten folja skriftspraksnormer trots att den produceras muntligt, dels behover skribenten hitta strategier for att hantera tillfallen nar verktyget inte uppfattar talet korrekt. I foreliggande studie undersoks text producerad av barn med stavningssvarigheter. Lexikala egenskaper, textlangd och stavfel studeras i muntlig, skriven och dikterad text. Analyserna visar att de dikterade texterna innehaller farre stavfel an de skrivna samt att bade skriven och dikterad text har hogre lexikal densitet och hogre andel langa ord jamfort med muntlig text. Detta antyder att deltagarna klarar att diktera texter med skriftsprakliga egenskaper. Daremot skiljde sig dikterad text varken fran muntlig eller skriven text gallande textlangd eller lexikal diversitet. Var slutsats ar att dikteringsverktyg kan anvandas for att underlatta skrivprocessen for barn med stavningssvarigheter, men det behovs vidare forskning som studerar hur olika undergrupper producerar text med dikteringsverktyg. Abstract Lexical analyses of oral, typed and dictated text produced by children with spelling difficulties For children with reading and writing difficulties, writing, in general, and spelling, in particular, is a significant challenge. Writing with speech recognition (dictation) can facilitate the writing process since the dictation tool removes the need to spell, freeing resources for other processes. Dictating, however, may not always provide a solution, since written text should follow the conventions of written language, even when produced orally. In addition, writers need strategies if the tool does not recognize the spoken words.In the present study, children with spelling difficulties produced keyboard-written and dictated texts, and an oral account. The analyses showed that dictated texts, as expected, contained fewer spelling errors than keyboard-written texts, and that both of these had a higher lexical density than the oral accounts. This suggests that students are able to dictate using written language conventions. However, the dictated texts did not differ from the oral and keyboard-written texts in terms of length of text and proportion of long words. Our conclusion is that the dictation tool can be used to facilitate the children’s writing process, but further research is needed to see if training in the use of the tool would bring more substantial benefits.
{"title":"Lexikala analyser av muntlig, tangentbordsskriven och dikterad text producerad av barn med stavningssvårigheter","authors":"Sanna Kraft, Fredrik Thurfjell, John Rack, Åsa Wengelin","doi":"10.23865/njlr.v5.1511","DOIUrl":"https://doi.org/10.23865/njlr.v5.1511","url":null,"abstract":"For barn med stavningssvarigheter ar skriftsprakande en stor utmaning och behovet att hitta nya redskap for att understodja deras skriftspraksutveckling ar darfor stort. Att skriva med taligenkanning, diktering, skulle kunna underlatta skrivprocessen eftersom dikteringsverktyget reducerar kraven pa skribenten att stava sjalv, och detta skulle darmed kunna frigora kognitiva resurser till annan textbearbetning. Att diktera text innebar emellertid inte med nodvandighet en enklare textproduktion; dels behover texten folja skriftspraksnormer trots att den produceras muntligt, dels behover skribenten hitta strategier for att hantera tillfallen nar verktyget inte uppfattar talet korrekt. I foreliggande studie undersoks text producerad av barn med stavningssvarigheter. Lexikala egenskaper, textlangd och stavfel studeras i muntlig, skriven och dikterad text. Analyserna visar att de dikterade texterna innehaller farre stavfel an de skrivna samt att bade skriven och dikterad text har hogre lexikal densitet och hogre andel langa ord jamfort med muntlig text. Detta antyder att deltagarna klarar att diktera texter med skriftsprakliga egenskaper. Daremot skiljde sig dikterad text varken fran muntlig eller skriven text gallande textlangd eller lexikal diversitet. Var slutsats ar att dikteringsverktyg kan anvandas for att underlatta skrivprocessen for barn med stavningssvarigheter, men det behovs vidare forskning som studerar hur olika undergrupper producerar text med dikteringsverktyg. \u0000Abstract \u0000Lexical analyses of oral, typed and dictated text produced by children with spelling difficulties \u0000For children with reading and writing difficulties, writing, in general, and spelling, in particular, is a significant challenge. Writing with speech recognition (dictation) can facilitate the writing process since the dictation tool removes the need to spell, freeing resources for other processes. Dictating, however, may not always provide a solution, since written text should follow the conventions of written language, even when produced orally. In addition, writers need strategies if the tool does not recognize the spoken words.In the present study, children with spelling difficulties produced keyboard-written and dictated texts, and an oral account. The analyses showed that dictated texts, as expected, contained fewer spelling errors than keyboard-written texts, and that both of these had a higher lexical density than the oral accounts. This suggests that students are able to dictate using written language conventions. However, the dictated texts did not differ from the oral and keyboard-written texts in terms of length of text and proportion of long words. Our conclusion is that the dictation tool can be used to facilitate the children’s writing process, but further research is needed to see if training in the use of the tool would bring more substantial benefits.","PeriodicalId":315285,"journal":{"name":"Nordic Journal of Literacy Research","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126504523","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}
Previous research has pointed out the importance for teachers as well as students to use metalanguage in order to develop writing in school. Few studies have however focused on how teachers talk about content aspects in young students’ informational texts, using formal (technical) as well as informal (non-technical) metalanguage. The main purpose of the present study is therefore to analyze how primary teachers discuss student texts before and after a series of six professional development workshops.Based on research within a social semiotic perspective, the workshops focused linguistic resources to express and develop ideas, create cohesive texts and interact with an audience. During audio recorded discussions, a group of teachers were asked to comment on strengths and weaknesses in two informational texts written by students in grades 2 and 3. In order to investigate the effect of the subsequent training, the same texts were discussed during the first and the last meeting. The analysis shows no difference in the total number of metalinguistic comments before and after the workshops. However, explicit formal metalanguage replaces informal metalanguage to a significant degree. It is also shown that the informal metalanguage to some extent displayed other affordances than the formal metalanguage.
{"title":"Formal and informal metalanguage in primary teachers’ talk about informational student texts","authors":"J. Folkeryd, Å. Geijerstam","doi":"10.23865/njlr.v5.2020","DOIUrl":"https://doi.org/10.23865/njlr.v5.2020","url":null,"abstract":"Previous research has pointed out the importance for teachers as well as students to use metalanguage in order to develop writing in school. Few studies have however focused on how teachers talk about content aspects in young students’ informational texts, using formal (technical) as well as informal (non-technical) metalanguage. The main purpose of the present study is therefore to analyze how primary teachers discuss student texts before and after a series of six professional development workshops.Based on research within a social semiotic perspective, the workshops focused linguistic resources to express and develop ideas, create cohesive texts and interact with an audience. During audio recorded discussions, a group of teachers were asked to comment on strengths and weaknesses in two informational texts written by students in grades 2 and 3. In order to investigate the effect of the subsequent training, the same texts were discussed during the first and the last meeting. The analysis shows no difference in the total number of metalinguistic comments before and after the workshops. However, explicit formal metalanguage replaces informal metalanguage to a significant degree. It is also shown that the informal metalanguage to some extent displayed other affordances than the formal metalanguage.","PeriodicalId":315285,"journal":{"name":"Nordic Journal of Literacy Research","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122404640","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}
Sari Vuorenpää, Susanne Duek, Elisabeth Zetterholm
Den har studien handlar om en nyanland elevs mote med svensk skola och kartlaggningen av hennes litteracitet. Studien ar en deskriptiv fallstudie inspirerad av etnografiska principer med bland annat videoinspelningar av kartlaggningssamtal. I de inspelade samtalen deltar en elev, en foralder, tolk samt en kartlaggare. Under samtalen stalls en stor mangd fragor men det ges inte mycket tid eller utrymme for utvecklande av svar, fordjupande fragor eller foljdfragor. Eleven ifraga kan tala flera olika sprak och har haft saval franska som arabiska som undervisningssprak da hon har gatt fem ar i skola innan hon anlande till Sverige. Elevens tidigare erfarenheter av undervisning i litteracitet tycks vara begransad till hoglasning samt att skriva av text som lararen skriver pa tavlan. Det blir darfor svart for henne att forsta fragor som kartlaggaren staller i samband med textlasning och textanalys under kartlaggningen. I flera avseenden foreligger relativt stora skillnader mellan elevens tidigare skolerfarenheter och praktiken i skolan som vantar henne i Sverige. Abstract Mapping of a newly arrived pupil’s literacy in Sweden The focus of this study is a newly arrived pupil’s encounter with Swedish schooling and the mapping of her literacy skills. The study is a descriptive case study inspired by ethnographic principles including video recordings of the mapping conversations. The pupil, one of her parents, an interpreter and a mapper participated in the recorded conversations. During the conversations numerous questions were asked but there was little time or scope given to developing responses or for more in-depth or follow-up questions. The pupil speaks several different languages and has had both French and Arabic as a language of instruction. She has had five years of schooling before arriving in Sweden. Her experiences of education in literacy seem to be restricted to reading aloud and copying the teachers’ text from a blackboard. This is one reason why it is difficult for her to understand the mapper’s questions connected to reading texts and text analysis. It is obvious that there are considerable differences between her previous school experiences and the school that awaits her in Sweden.
{"title":"Kartläggning av en nyanländ elevs litteracitet i Sverige","authors":"Sari Vuorenpää, Susanne Duek, Elisabeth Zetterholm","doi":"10.23865/njlr.v5.2012","DOIUrl":"https://doi.org/10.23865/njlr.v5.2012","url":null,"abstract":"Den har studien handlar om en nyanland elevs mote med svensk skola och kartlaggningen av hennes litteracitet. Studien ar en deskriptiv fallstudie inspirerad av etnografiska principer med bland annat videoinspelningar av kartlaggningssamtal. I de inspelade samtalen deltar en elev, en foralder, tolk samt en kartlaggare. Under samtalen stalls en stor mangd fragor men det ges inte mycket tid eller utrymme for utvecklande av svar, fordjupande fragor eller foljdfragor. Eleven ifraga kan tala flera olika sprak och har haft saval franska som arabiska som undervisningssprak da hon har gatt fem ar i skola innan hon anlande till Sverige. Elevens tidigare erfarenheter av undervisning i litteracitet tycks vara begransad till hoglasning samt att skriva av text som lararen skriver pa tavlan. Det blir darfor svart for henne att forsta fragor som kartlaggaren staller i samband med textlasning och textanalys under kartlaggningen. I flera avseenden foreligger relativt stora skillnader mellan elevens tidigare skolerfarenheter och praktiken i skolan som vantar henne i Sverige. \u0000Abstract \u0000Mapping of a newly arrived pupil’s literacy in Sweden \u0000The focus of this study is a newly arrived pupil’s encounter with Swedish schooling and the mapping of her literacy skills. The study is a descriptive case study inspired by ethnographic principles including video recordings of the mapping conversations. The pupil, one of her parents, an interpreter and a mapper participated in the recorded conversations. During the conversations numerous questions were asked but there was little time or scope given to developing responses or for more in-depth or follow-up questions. The pupil speaks several different languages and has had both French and Arabic as a language of instruction. She has had five years of schooling before arriving in Sweden. Her experiences of education in literacy seem to be restricted to reading aloud and copying the teachers’ text from a blackboard. This is one reason why it is difficult for her to understand the mapper’s questions connected to reading texts and text analysis. It is obvious that there are considerable differences between her previous school experiences and the school that awaits her in Sweden.","PeriodicalId":315285,"journal":{"name":"Nordic Journal of Literacy Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129584581","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}
Linda Fälth, Thomas Nordström, U. Andersson, S. Gustafson
Summer reading loss is a documented reality for many students. Research has established differences in the contribution of summer reading activity between children from families with different economic status. In this study, 120 students in Grade 2 and 115 students in Grade 3 from a socioeconomically vulnerable area participated in a summer reading intervention. In addition, a control group from the same schools comprised of 106 students from Grade 2 and 94 students from Grade 3. Almost 90% of the participating students did not have Swedish as their native language. The participants were tested on reading skills, including word decoding, nonsense-word reading, word comprehension and reading comprehension, before and after the summer vacation. The intervention was planned together with teachers from three participant schools and leisure centers. Before the summer holiday the schools arranged reading weeks and library visits. The students were encouraged to read at home during the vacation and record the number of books read on a digital platform. The results showed that the largest effect sizes between groups (intervention and control) were observed for word decoding in Grade 2 and word comprehension in Grade 3 where the intervention group improved more than the control group. If summer learning loss can be avoided or limited, the treatment can be considered worth implementing.
{"title":"An intervention study to prevent ‘summer reading loss’ in a socioeconomically disadvantaged area with second language learners","authors":"Linda Fälth, Thomas Nordström, U. Andersson, S. Gustafson","doi":"10.23865/njlr.v5.2013","DOIUrl":"https://doi.org/10.23865/njlr.v5.2013","url":null,"abstract":"Summer reading loss is a documented reality for many students. Research has established differences in the contribution of summer reading activity between children from families with different economic status. In this study, 120 students in Grade 2 and 115 students in Grade 3 from a socioeconomically vulnerable area participated in a summer reading intervention. In addition, a control group from the same schools comprised of 106 students from Grade 2 and 94 students from Grade 3. Almost 90% of the participating students did not have Swedish as their native language. The participants were tested on reading skills, including word decoding, nonsense-word reading, word comprehension and reading comprehension, before and after the summer vacation. The intervention was planned together with teachers from three participant schools and leisure centers. Before the summer holiday the schools arranged reading weeks and library visits. The students were encouraged to read at home during the vacation and record the number of books read on a digital platform. The results showed that the largest effect sizes between groups (intervention and control) were observed for word decoding in Grade 2 and word comprehension in Grade 3 where the intervention group improved more than the control group. If summer learning loss can be avoided or limited, the treatment can be considered worth implementing.","PeriodicalId":315285,"journal":{"name":"Nordic Journal of Literacy Research","volume":"124 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116402076","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}
Upprinnelsen till detta specialnummer ar fragan om hur dagens forskning om lasning och skrivning kan mota framtidens behov av undervisning for individen och i klassrummet. Bade lasning och skrivning ar komplexa aktiviteter, och for att vi till fullo ska forsta dem och kunna bidra till utveckling av skolans praktiker kravs att kunskaper fran (ett antal) olika forskningsfalt integreras.
{"title":"Tvärvetenskapliga perspektiv på läs- och skrivundervisning i tidiga skolår: Redaktionell introduktion","authors":"Tarja Alatalo, V. Johansson","doi":"10.23865/njlr.v5.2025","DOIUrl":"https://doi.org/10.23865/njlr.v5.2025","url":null,"abstract":"Upprinnelsen till detta specialnummer ar fragan om hur dagens forskning om lasning och skrivning kan mota framtidens behov av undervisning for individen och i klassrummet. Bade lasning och skrivning ar komplexa aktiviteter, och for att vi till fullo ska forsta dem och kunna bidra till utveckling av skolans praktiker kravs att kunskaper fran (ett antal) olika forskningsfalt integreras.","PeriodicalId":315285,"journal":{"name":"Nordic Journal of Literacy Research","volume":"254 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117027887","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}
Artikeln behandlar hur undervisningen kan mojliggora att elever i 9–10-arsaldern lar sig skrivaberattelser med ett valutvecklat handelseforlopp genom att beskriva vad undervisningen behoverbehandla och hur det kan ske. Dataunderlaget bestar av elevtexter, intervjuer samt filmade lektionerinsamlade under en Learning study. Learning study ar en metod dar verksamma larare och forskareiterativt undersoker hur ett avgransat kunnande kan utvecklas. Variationsteorin, dar larande ses somurskiljande av nya aspekter, anvands som teoretiskt redskap. Begreppet kritiska aspekter anvands foratt beskriva vad eleverna behover urskilja for att utveckla ett avsett kunnande. Resultatet visar atteleverna behover urskilja kritiska aspekter inom tre omraden: Lasarperspektivet, berattelsens struktursamt den interna logiken i berattelsen. Exempel pa en kritisk aspekt ar Att urskilja att berattelsen ar enfantasiprodukt som ska forstas av andra. Nar denna och andra aspekter synliggors i undervisningenvisar resultatet att textkontraster och dramatiseringar ar framgangsrika redskap for att oka elevernaslarande. Men for att dessa bada metoder ska fungera kravs att lararen utifran sin kunskap omde kritiska aspekterna skapar ovningar och samtal dar eleverna far hjalp att rikta fokus mot justdessa aspekter. Resultaten har relevans for verksamma larare da de ska planera sin undervisning iberattelseskrivande. Abstract Teaching story-writing in primary school – Using the analytic tool Variation Theory This article addresses how teaching can enable 9–10-year-old students to write stories with awell-developed plot. The data consists of interviews, video-recorded lessons and stories written bystudents, collected during a Learning study. In a Learning study teachers and researchers jointlyinvestigate an object of learning through an iterative process. The study used the theoretical toolVariation Theory, in which learning is considered as the discerning of new aspects. In this theory,the concept critical aspects is used to describe what students need to discern in order to develop acertain ability. The results show that the students need to discern critical aspects in three areas: Theperspective of a reader, the structure of a story and the internal logic of the story. One example of a criticalaspect is To discern that a story is a product of imagination and that a reader should be able to understandit. The results show that the use of text contrasts and dramatization are powerful tools for supporting the students’ discern about both the above-mentioned aspects and other aspects. To make these twomethods work, the teacher needs to be guided by the critical aspects and create tasks and interactionthat are oriented towards these specific aspects. This study is relevant for teachers’ planning ofhow to teach story-writing.
{"title":"Att undervisa om berättelseskrivande i årskurs 3 och 4 – med variationsteorin som redskap","authors":"Anja Thorsten","doi":"10.23865/njlr.v5.2019","DOIUrl":"https://doi.org/10.23865/njlr.v5.2019","url":null,"abstract":"Artikeln behandlar hur undervisningen kan mojliggora att elever i 9–10-arsaldern lar sig skrivaberattelser med ett valutvecklat handelseforlopp genom att beskriva vad undervisningen behoverbehandla och hur det kan ske. Dataunderlaget bestar av elevtexter, intervjuer samt filmade lektionerinsamlade under en Learning study. Learning study ar en metod dar verksamma larare och forskareiterativt undersoker hur ett avgransat kunnande kan utvecklas. Variationsteorin, dar larande ses somurskiljande av nya aspekter, anvands som teoretiskt redskap. Begreppet kritiska aspekter anvands foratt beskriva vad eleverna behover urskilja for att utveckla ett avsett kunnande. Resultatet visar atteleverna behover urskilja kritiska aspekter inom tre omraden: Lasarperspektivet, berattelsens struktursamt den interna logiken i berattelsen. Exempel pa en kritisk aspekt ar Att urskilja att berattelsen ar enfantasiprodukt som ska forstas av andra. Nar denna och andra aspekter synliggors i undervisningenvisar resultatet att textkontraster och dramatiseringar ar framgangsrika redskap for att oka elevernaslarande. Men for att dessa bada metoder ska fungera kravs att lararen utifran sin kunskap omde kritiska aspekterna skapar ovningar och samtal dar eleverna far hjalp att rikta fokus mot justdessa aspekter. Resultaten har relevans for verksamma larare da de ska planera sin undervisning iberattelseskrivande. \u0000Abstract \u0000Teaching story-writing in primary school – Using the analytic tool Variation Theory \u0000This article addresses how teaching can enable 9–10-year-old students to write stories with awell-developed plot. The data consists of interviews, video-recorded lessons and stories written bystudents, collected during a Learning study. In a Learning study teachers and researchers jointlyinvestigate an object of learning through an iterative process. The study used the theoretical toolVariation Theory, in which learning is considered as the discerning of new aspects. In this theory,the concept critical aspects is used to describe what students need to discern in order to develop acertain ability. The results show that the students need to discern critical aspects in three areas: Theperspective of a reader, the structure of a story and the internal logic of the story. One example of a criticalaspect is To discern that a story is a product of imagination and that a reader should be able to understandit. The results show that the use of text contrasts and dramatization are powerful tools for supporting the students’ discern about both the above-mentioned aspects and other aspects. To make these twomethods work, the teacher needs to be guided by the critical aspects and create tasks and interactionthat are oriented towards these specific aspects. This study is relevant for teachers’ planning ofhow to teach story-writing.","PeriodicalId":315285,"journal":{"name":"Nordic Journal of Literacy Research","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121630273","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}
I denne artikkelen tematiserer vi mottakerinstansen i skoleskriving, og hvordan denne realiseres i oppgaveformuleringer designet av laerere. Studien tar utgangspunkt i et oppgavemateriale fra Normprosjektet, hentet fra 3. – 7. trinn. I analysene kartlegger vi hvor tydelig mottakerinstansen kommer til uttrykk i oppgavene. Videre presenterer vi ulike kategorier mottakere og gir eksempler pa disse. Blant annet ser vi pa hvordan laereren er posisjonert som mottaker i skriveoppgavene, og drofter den doble kommunikasjonssituasjonen som ligger i skolekonteksten. En av malsettingene er a studere oppgaver som er designet av laerere innenfor visse rammer i et forskningsprosjekt, og bruke funnene som utgangspunkt for mer generelle perspektiver. Vi onsker med dette a igangsette en diskusjon i skriveforskningsmiljoet rundt forstaelsen av begrepet autentisk skoleskriving og om hvem som skal vaere mottakere for elevers skriftlige tekster. ABSTRACT The recipient in school writing – A study of assignments in “Normprosjektet”. In this article, we thematise the recipient in school writing, and how this is realised in the formulation of assignments by teachers. The study is based on assignment material for grades 3 to 7 in the project entitled Developing national standards for the assessment of writing – a tool for teaching and learning (Normprosjektet). In the analyses we map how clearly the recipient is expressed in the assignments. We also present different categories of recipients and give examples of them. Among other things, we look at how the teacher is situated as the recipient in the writing assignments, and discuss the double communication situation that lies in the school context. One of the objectives is to study assignments that are designed by teachers within certain parameters in a research project and use the findings as a basis for more general perspectives. In doing so, we want to initiate a discussion within the writing research community on the understanding of the concept of authentic writing in school and on who should be the recipient of the pupils’ written texts.
在本论文中，我们将讨论如何在建筑设计中使用建筑材料，以及如何在建筑设计中使用建筑材料。这项研究的重点是诺贝尔奖获得者的材料，它是由 3.- 7. 星期三。在分析中，我们了解了如何使用大量的图案设计素材。我们通过视频介绍了不同类别的主题，并提供了相应的范例。最重要的是，我们要了解如何将教师定位为课程的主导者，以及如何将双语教学定位为课程的主导者。我们的目标之一是设计一个学生交流平台，让他们在交流项目中学习，并为不同的视角提供有用的功能。我们将在此基础上，就如何提高学生的自主学习能力，以及如何提高学生的写作能力等问题展开讨论。ABSTRACT The recipient in school writing - A study of assignments in "Normprosjektet".在这篇文章中，我们对学校写作中的受教育者以及教师在布置作业时如何实现这一目标进行了专题研究。这项研究基于题为 "制定国家写作评估标准--一种教学工具"（Normprosjektet）的项目中三至七年级的作业材料。在分析中，我们绘制了习作中收件人的明确表达方式。我们还介绍了不同类别的收件人，并举例说明。除其他事项外，我们还研究了教师在写作作业中是如何被定位为收件人的，并讨论了学校背景下的双重交流情况。我们的目标之一是研究教师在研究项目中根据特定参数设计的作业，并将研究结果作为更广泛视角的基础。在此过程中，我们希望在写作研究界发起一场讨论，探讨对学校真实写作概念的理解，以及谁应该是学生书面文本的接受者。
{"title":"Mottakerinstansen i skoleskriving – En studie av skriveoppgaver fra Normprosjektet","authors":"Anne Holten Kvistad, Hildegunn Otnes","doi":"10.23865/njlr.v5.1644","DOIUrl":"https://doi.org/10.23865/njlr.v5.1644","url":null,"abstract":"I denne artikkelen tematiserer vi mottakerinstansen i skoleskriving, og hvordan denne realiseres i oppgaveformuleringer designet av laerere. Studien tar utgangspunkt i et oppgavemateriale fra Normprosjektet, hentet fra 3. – 7. trinn. I analysene kartlegger vi hvor tydelig mottakerinstansen kommer til uttrykk i oppgavene. Videre presenterer vi ulike kategorier mottakere og gir eksempler pa disse. Blant annet ser vi pa hvordan laereren er posisjonert som mottaker i skriveoppgavene, og drofter den doble kommunikasjonssituasjonen som ligger i skolekonteksten. En av malsettingene er a studere oppgaver som er designet av laerere innenfor visse rammer i et forskningsprosjekt, og bruke funnene som utgangspunkt for mer generelle perspektiver. Vi onsker med dette a igangsette en diskusjon i skriveforskningsmiljoet rundt forstaelsen av begrepet autentisk skoleskriving og om hvem som skal vaere mottakere for elevers skriftlige tekster. \u0000ABSTRACT \u0000The recipient in school writing – A study of assignments in “Normprosjektet”. \u0000In this article, we thematise the recipient in school writing, and how this is realised in the formulation of assignments by teachers. The study is based on assignment material for grades 3 to 7 in the project entitled Developing national standards for the assessment of writing – a tool for teaching and learning (Normprosjektet). In the analyses we map how clearly the recipient is expressed in the assignments. We also present different categories of recipients and give examples of them. Among other things, we look at how the teacher is situated as the recipient in the writing assignments, and discuss the double communication situation that lies in the school context. One of the objectives is to study assignments that are designed by teachers within certain parameters in a research project and use the findings as a basis for more general perspectives. In doing so, we want to initiate a discussion within the writing research community on the understanding of the concept of authentic writing in school and on who should be the recipient of the pupils’ written texts.","PeriodicalId":315285,"journal":{"name":"Nordic Journal of Literacy Research","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129446075","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}
Ragnar Arntzen, Ulf Rune Andreassen, Jannicke Karlsen, B. H. Kvifte
Denne studien bygger pa intervjuer med fire flerspraklige elever om deres deltakelse pa nasjonal prove i lesing pa 9. trinn. Intervjuene fokuserte pa temaene testmotivasjon og teststrategier under gjennomforingen av leseproven. Gjennom samtalene fant vi at elevene var motiverte for a delta pa proven selv om resultatene pa denne ikke gav utslag pa karakterene. De som skaret hoyt sa ut til a bruke et bredere register av teststrategier enn de elevene som skaret lavt. Elevenes opplevelser, erfaringer og refleksjoner rundt testmotivasjon og teststrategier komplementerer den kunnskapen vi har om nasjonale leseprover siden det fins fa kvalitative studier om elevers egne perspektiver pa testmotivasjon og teststrategier og ingen om den gruppen elever vi studerer. ABSTRACT Test strategies and test motivation: The experience of participation in national reading test for four 9th graders The current study examines the experiences and reflections of four multilingual students’ participation in the national reading test in 9th grade using interviews. The interviews focused on test motivation and test strategies when conducting the reading test. We found that the students were motivated to participate, even though the test results did not have consequences for their grades. The high performing students seemed to use a broader register of test strategies than the low performing. The students’ experiences and reflections about test motivation and test strategies complement our knowledge of national test-participation since there are few qualitative studies of students’ own perspectives on motivation and test (taking) strategies and no studies on the group of students we examine.
{"title":"Teststrategier og testmotivasjon: Fire niendeklassingers erfaringer med nasjonal prøve i lesing","authors":"Ragnar Arntzen, Ulf Rune Andreassen, Jannicke Karlsen, B. H. Kvifte","doi":"10.23865/njlr.v5.1411","DOIUrl":"https://doi.org/10.23865/njlr.v5.1411","url":null,"abstract":"Denne studien bygger pa intervjuer med fire flerspraklige elever om deres deltakelse pa nasjonal prove i lesing pa 9. trinn. Intervjuene fokuserte pa temaene testmotivasjon og teststrategier under gjennomforingen av leseproven. Gjennom samtalene fant vi at elevene var motiverte for a delta pa proven selv om resultatene pa denne ikke gav utslag pa karakterene. De som skaret hoyt sa ut til a bruke et bredere register av teststrategier enn de elevene som skaret lavt. Elevenes opplevelser, erfaringer og refleksjoner rundt testmotivasjon og teststrategier komplementerer den kunnskapen vi har om nasjonale leseprover siden det fins fa kvalitative studier om elevers egne perspektiver pa testmotivasjon og teststrategier og ingen om den gruppen elever vi studerer. \u0000 \u0000ABSTRACT \u0000Test strategies and test motivation: The experience of participation in national reading test for four 9th graders \u0000The current study examines the experiences and reflections of four multilingual students’ participation in the national reading test in 9th grade using interviews. The interviews focused on test motivation and test strategies when conducting the reading test. We found that the students were motivated to participate, even though the test results did not have consequences for their grades. The high performing students seemed to use a broader register of test strategies than the low performing. The students’ experiences and reflections about test motivation and test strategies complement our knowledge of national test-participation since there are few qualitative studies of students’ own perspectives on motivation and test (taking) strategies and no studies on the group of students we examine.","PeriodicalId":315285,"journal":{"name":"Nordic Journal of Literacy Research","volume":"480 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123057775","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}
The past few years have seen a shift towards a faster pace of letter instruction in Norwegian firstgradeclassrooms. Introducing the letters faster has the potential to alter teaching practices moregenerally, not only by freeing up time for more individually adapted literacy instruction but alsoby making it possible for students to start reading and writing texts earlier. The aim of the presentstudy is to investigate whether the pace of letter instruction is associated with the amount oftime devoted to various other relevant teaching practices. Information about the pace of letterinstruction and about other teaching practices was provided, through questionnaires completed inDecember and June, by 51 Norwegian first-grade teachers who finished letter instruction at varioustimes between September and June. The results indicate that introducing the letters faster reallydoes affect other teaching practices, mainly in the second semester, in that more time is devotedto students’ writing, greater use is made of levelled books and less time is spent on worksheets andon handwriting practice. However, there would seem to be room for teachers to further exploit theopportunities that arise when the letters are introduced faster.
{"title":"Is a faster pace of letter instruction associated with other teaching practices?","authors":"K. Sunde, Kjersti Lundetræ","doi":"10.23865/njlr.v5.1668","DOIUrl":"https://doi.org/10.23865/njlr.v5.1668","url":null,"abstract":"The past few years have seen a shift towards a faster pace of letter instruction in Norwegian firstgradeclassrooms. Introducing the letters faster has the potential to alter teaching practices moregenerally, not only by freeing up time for more individually adapted literacy instruction but alsoby making it possible for students to start reading and writing texts earlier. The aim of the presentstudy is to investigate whether the pace of letter instruction is associated with the amount oftime devoted to various other relevant teaching practices. Information about the pace of letterinstruction and about other teaching practices was provided, through questionnaires completed inDecember and June, by 51 Norwegian first-grade teachers who finished letter instruction at varioustimes between September and June. The results indicate that introducing the letters faster reallydoes affect other teaching practices, mainly in the second semester, in that more time is devotedto students’ writing, greater use is made of levelled books and less time is spent on worksheets andon handwriting practice. However, there would seem to be room for teachers to further exploit theopportunities that arise when the letters are introduced faster.","PeriodicalId":315285,"journal":{"name":"Nordic Journal of Literacy Research","volume":"307 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132615332","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}
Evnen til a kunne revidere tekst er en viktig del av skrivekompetansen, og det er en etablert oppfatning at erfarne skrivere har en bredere forstaelse av hva tekstrevisjon innebaerer enn uerfarne skrivere. I denne artikkelen presenterer jeg en studie der formalet er a utvikle praksis for a stotte revisjonsfasen bedre, og deretter se hvordan dette kan spores i elevenes tekstrevisjoner. Elever i to klasser blir introdusert for fire revisjonsstrategier (erstatte, tilfoye, slette og omorganisere). Analyser av elevenes reviderte tekster viser at elevene gjor varierte revisjoner, og de mest brukte strategiene er tilfoying og erstatning. Selv om de fleste elevene reviderer pa bade globale og lokale tekstniva, er det tendenser til at noen fokuserer mest pa de lokale, andre mest pa de globale. I hovedsak gjor revisjonene tekstene bedre, men det finnes forekomster av revisjoner som ikke endrer teksten eller som gjor et tekstsegment darligere. ABSTRACT English title: Enhanced revision competence through teaching revision strategies explicitly? Revision competence is an important part of writing skills, and it is an established belief that experienced writers have a broader understanding of what text revision means than inexperienced writers. The aim of the study presented in this article is to develop a practice to better support the revision phase, and then to see if this can be traced in the pupils’ text revisions. Pupils from two classes in Norwegian lower secondary school are introduced to four revision strategies (replace, add, delete and reorder). Analyzes of the pupils’ revised texts show that students make varied revisions, and the most widely used strategies are adding and replacing. Even though the pupils revise their texts both globally and locally, there is a tendency for some pupils to be more locally oriented, while others are more globally oriented. The revisions mainly make the texts better, but there are occurrences of revisions that do not change the text or that make a text segment worse.
{"title":"Bedre revisjonskompetanse gjennom eksplisitt opplæring i revisjonsstrategier?","authors":"A. Bueie","doi":"10.23865/njlr.v5.1410","DOIUrl":"https://doi.org/10.23865/njlr.v5.1410","url":null,"abstract":"Evnen til a kunne revidere tekst er en viktig del av skrivekompetansen, og det er en etablert oppfatning at erfarne skrivere har en bredere forstaelse av hva tekstrevisjon innebaerer enn uerfarne skrivere. I denne artikkelen presenterer jeg en studie der formalet er a utvikle praksis for a stotte revisjonsfasen bedre, og deretter se hvordan dette kan spores i elevenes tekstrevisjoner. Elever i to klasser blir introdusert for fire revisjonsstrategier (erstatte, tilfoye, slette og omorganisere). Analyser av elevenes reviderte tekster viser at elevene gjor varierte revisjoner, og de mest brukte strategiene er tilfoying og erstatning. Selv om de fleste elevene reviderer pa bade globale og lokale tekstniva, er det tendenser til at noen fokuserer mest pa de lokale, andre mest pa de globale. I hovedsak gjor revisjonene tekstene bedre, men det finnes forekomster av revisjoner som ikke endrer teksten eller som gjor et tekstsegment darligere. \u0000ABSTRACT \u0000English title: Enhanced revision competence through teaching revision strategies explicitly? \u0000Revision competence is an important part of writing skills, and it is an established belief that experienced writers have a broader understanding of what text revision means than inexperienced writers. The aim of the study presented in this article is to develop a practice to better support the revision phase, and then to see if this can be traced in the pupils’ text revisions. Pupils from two classes in Norwegian lower secondary school are introduced to four revision strategies (replace, add, delete and reorder). Analyzes of the pupils’ revised texts show that students make varied revisions, and the most widely used strategies are adding and replacing. Even though the pupils revise their texts both globally and locally, there is a tendency for some pupils to be more locally oriented, while others are more globally oriented. The revisions mainly make the texts better, but there are occurrences of revisions that do not change the text or that make a text segment worse.","PeriodicalId":315285,"journal":{"name":"Nordic Journal of Literacy Research","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124781883","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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