Nar elever blir bedt om a utforske noe i en skriveoppgave kommer det til syne en spenning mellom det utforskende som prosess eller produkt: En utforskende tekst (som tekstlig produkt) og en utforskende aktivitet (prosess) er ikke nodvendigvis det samme. Artikkelen undersoker hvordan denne spenningen kan belyses gjennom det spraklige fenomenet «aspekt». Aspektbegrepet handler om hvordan handlinger og prosesser kan ses pa som avsluttede (perfektive) eller vedvarende (imperfektive), og artikkelen undersoker hvordan elever posisjonerer seg i etterkant av avsluttede eller som del av vedvarende utforskingsprosesser i tekstene de skriver. Gjennom aspektanalyse av tre elevtekster skrevet i matematikkfaget belyses det problematiske ved forstaelsen av Skrivehjulets skrivehandling «a utforske», og hvordan aspekt kan vaere en nyttig inngang til a forsta hva det a utforske kan innebaere i skriving. Det teoretiske grunnlaget i artikkelen utvider forstaelsen av aspektkategorien fra en lokalsemantisk til en kontekstuell forstaelse. Artikkelen har dermed to hovedanliggender: A utvikle en analytisk tilnaerming basert pa det spraklige fenomenet «aspekt» som relevant inngang for analyse av elevtekster, og a diskutere utfordringer ved utforskingsbegrepet i modellen Skrivehjulet. ABSTRACT English title: Aspect as an Analytical Approach to Exploratory Texts When pupils are asked to explore something in writing, a tension between exploration as a product or a process emerges: An explorative text (product) and an explorative activity (process) isn’t necessarily the same thing. The article explores a claim that this tension can be shed light on through the linguistic term ‘aspect’. The concept of aspect regards how acts and processes are interpreted as completed (perfective) or ongoing (imperfective), and the article explores how pupils position themselves as part of completed or ongoing explorative processes in their texts. Through an aspectual approach to three pupils’ texts, the article sheds light on challenges regarding The Wheel of Writing’s act of writing ‘to explore’ and shows how aspect can be a useful approach to the understanding of what explorative writing can be. The theoretical grounding of the article expands the understanding of aspect from a local-semantic to a contextual one. Thus, the article has two main goals: to develop an analytical approach to pupils’ texts based on the linguistic term aspect, and to discuss challenges and tensions related to the concept of exploration in the model The Wheel of Writing
{"title":"Aspekt som analytisk tilnærming til utforskende elevtekster","authors":"Sindre Dagsland","doi":"10.23865/njlr.v5.1458","DOIUrl":"https://doi.org/10.23865/njlr.v5.1458","url":null,"abstract":"Nar elever blir bedt om a utforske noe i en skriveoppgave kommer det til syne en spenning mellom det utforskende som prosess eller produkt: En utforskende tekst (som tekstlig produkt) og en utforskende aktivitet (prosess) er ikke nodvendigvis det samme. Artikkelen undersoker hvordan denne spenningen kan belyses gjennom det spraklige fenomenet «aspekt». Aspektbegrepet handler om hvordan handlinger og prosesser kan ses pa som avsluttede (perfektive) eller vedvarende (imperfektive), og artikkelen undersoker hvordan elever posisjonerer seg i etterkant av avsluttede eller som del av vedvarende utforskingsprosesser i tekstene de skriver. Gjennom aspektanalyse av tre elevtekster skrevet i matematikkfaget belyses det problematiske ved forstaelsen av Skrivehjulets skrivehandling «a utforske», og hvordan aspekt kan vaere en nyttig inngang til a forsta hva det a utforske kan innebaere i skriving. Det teoretiske grunnlaget i artikkelen utvider forstaelsen av aspektkategorien fra en lokalsemantisk til en kontekstuell forstaelse. Artikkelen har dermed to hovedanliggender: A utvikle en analytisk tilnaerming basert pa det spraklige fenomenet «aspekt» som relevant inngang for analyse av elevtekster, og a diskutere utfordringer ved utforskingsbegrepet i modellen Skrivehjulet. \u0000ABSTRACT \u0000English title: Aspect as an Analytical Approach to Exploratory Texts \u0000When pupils are asked to explore something in writing, a tension between exploration as a product or a process emerges: An explorative text (product) and an explorative activity (process) isn’t necessarily the same thing. The article explores a claim that this tension can be shed light on through the linguistic term ‘aspect’. The concept of aspect regards how acts and processes are interpreted as completed (perfective) or ongoing (imperfective), and the article explores how pupils position themselves as part of completed or ongoing explorative processes in their texts. Through an aspectual approach to three pupils’ texts, the article sheds light on challenges regarding The Wheel of Writing’s act of writing ‘to explore’ and shows how aspect can be a useful approach to the understanding of what explorative writing can be. The theoretical grounding of the article expands the understanding of aspect from a local-semantic to a contextual one. Thus, the article has two main goals: to develop an analytical approach to pupils’ texts based on the linguistic term aspect, and to discuss challenges and tensions related to the concept of exploration in the model The Wheel of Writing","PeriodicalId":315285,"journal":{"name":"Nordic Journal of Literacy Research","volume":"103 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124166205","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}
Susannah Andersson, Gunilla Sandberg, Anders Garpelin
This study focuses on how teachers in Swedish preschool classes describe their work to promote children’s early writing. The research questions are the following: According to teachers, in what daily activities are children given the opportunity to write? How do teachers describe their support for children’s writing processes? The empirical data was collected from interviews with twelve teachers working in preschool classes in seven different Swedish municipalities. The result shows that preschool class teachers express how they work to promote both individual and group writing. It reveals two different approaches regarding guiding children to develop their writing skills. First approach puts emphasis on working to develop creative and functional writing based on the child’s own interests, life experiences and level of knowledge. The second approach is primarily characterised by working on technical abilities; forming letters of the alphabet and developing the child’s phonological awareness. It was also found that there are teachers who use both approaches in their teaching. Teachers utilise various support strategies to develop children’s writing skills. These encompass everything from individual and group activities to the use of various artefacts in the teaching environment. The support that teachers offer children might be divided into high-level and low-level support.
{"title":"To teach writing: Teachers’ perspectives on how to promote children’s writing development in the Swedish preschool class","authors":"Susannah Andersson, Gunilla Sandberg, Anders Garpelin","doi":"10.23865/njlr.v5.1460","DOIUrl":"https://doi.org/10.23865/njlr.v5.1460","url":null,"abstract":"This study focuses on how teachers in Swedish preschool classes describe their work to promote children’s early writing. The research questions are the following: According to teachers, in what daily activities are children given the opportunity to write? How do teachers describe their support for children’s writing processes? The empirical data was collected from interviews with twelve teachers working in preschool classes in seven different Swedish municipalities. The result shows that preschool class teachers express how they work to promote both individual and group writing. It reveals two different approaches regarding guiding children to develop their writing skills. First approach puts emphasis on working to develop creative and functional writing based on the child’s own interests, life experiences and level of knowledge. The second approach is primarily characterised by working on technical abilities; forming letters of the alphabet and developing the child’s phonological awareness. It was also found that there are teachers who use both approaches in their teaching. Teachers utilise various support strategies to develop children’s writing skills. These encompass everything from individual and group activities to the use of various artefacts in the teaching environment. The support that teachers offer children might be divided into high-level and low-level support.","PeriodicalId":315285,"journal":{"name":"Nordic Journal of Literacy Research","volume":"114 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121452084","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}
Lesing av skjonnlitteratur er en sentral del av norskfaget. Med innforingen av K06 ble listene over verk og forfatterskap fjernet fra norskplanen, og valg av tekster ble med dette opp til den enkelte laerer – et prinsipp som viderefores i fagfornyelsen 2020. Vi vet lite om hvilke tekster laerere velger a bruke i norskundervisningen, og i hvilken grad de leser hele teksten eller et eller flere utdrag fra den, noe vi med denne studien onsker a undersoke. Datamaterialet bygger pa en sporreundersokelse med 153 norsklaerere i vg3, der vi kartlegger hvilke litteraere utdrag og hele verk laererne bruker i undervisningen og deres holdninger til lesing av utdrag og hele verk. Et tydelig funn er at utdrag er en svaert utbredt praksis blant laererne i utvalget. Analysen viser ogsa at visse enkelttekster (hovedsakelig fra 1800-tallet) og utvalgte deler av Henrik Ibsens forfatterskap og tekster er sa hyppig brukt i undervisningen pa tvers av klasser, at denne litteraturen i praksis er med pa a opprettholde en form for skjult litteraer kanon. Videre viser analysen at laererne oppfatter lesing av utdrag og hele verk som to svaert forskjellige aktiviteter, som tjener relativt motsetningsfylte mal i norskfaget. ABSTRACT English title: Whole Texts Versus Excerpts - Which Texts Do Norwegian Language Teachers Choose? Reading of literature plays a key role in the language arts subject. In Norway, the curriculum has since 2006 given teachers’ ample room to decide themselves which authors and which literary texts they want to use in their classrooms. To investigate what texts they actually choose to include in their teaching and whether the texts are complete literary works or excerpts, was the main aim of the present study. Drawing on a survey with 153 language arts teachers from the last year of upper secondary school, we have mapped what literary texts and excerpts teachers report reading in class, and teachers’ perceptions of using complete texts versus excerpts. A key finding is that a majority of the teachers report extensive use of literary excerpts, and that some texts (mainly from the 1800s) and parts of Henrik Ibsen’s works predominate across classrooms. The study also suggests that teachers view the reading of excerpts and complete texts as two distinct activities that often serve contradictory purposes.
{"title":"Hele tekster versus utdrag – hvilke tekster velger norsklærerne?","authors":"Marte Blikstad-Balas, Sigrid Skaug","doi":"10.23865/NJLR.V5.1566","DOIUrl":"https://doi.org/10.23865/NJLR.V5.1566","url":null,"abstract":"Lesing av skjonnlitteratur er en sentral del av norskfaget. Med innforingen av K06 ble listene over verk og forfatterskap fjernet fra norskplanen, og valg av tekster ble med dette opp til den enkelte laerer – et prinsipp som viderefores i fagfornyelsen 2020. Vi vet lite om hvilke tekster laerere velger a bruke i norskundervisningen, og i hvilken grad de leser hele teksten eller et eller flere utdrag fra den, noe vi med denne studien onsker a undersoke. Datamaterialet bygger pa en sporreundersokelse med 153 norsklaerere i vg3, der vi kartlegger hvilke litteraere utdrag og hele verk laererne bruker i undervisningen og deres holdninger til lesing av utdrag og hele verk. Et tydelig funn er at utdrag er en svaert utbredt praksis blant laererne i utvalget. Analysen viser ogsa at visse enkelttekster (hovedsakelig fra 1800-tallet) og utvalgte deler av Henrik Ibsens forfatterskap og tekster er sa hyppig brukt i undervisningen pa tvers av klasser, at denne litteraturen i praksis er med pa a opprettholde en form for skjult litteraer kanon. Videre viser analysen at laererne oppfatter lesing av utdrag og hele verk som to svaert forskjellige aktiviteter, som tjener relativt motsetningsfylte mal i norskfaget. \u0000ABSTRACT \u0000English title: Whole Texts Versus Excerpts - Which Texts Do Norwegian Language Teachers Choose? \u0000Reading of literature plays a key role in the language arts subject. In Norway, the curriculum has since 2006 given teachers’ ample room to decide themselves which authors and which literary texts they want to use in their classrooms. To investigate what texts they actually choose to include in their teaching and whether the texts are complete literary works or excerpts, was the main aim of the present study. Drawing on a survey with 153 language arts teachers from the last year of upper secondary school, we have mapped what literary texts and excerpts teachers report reading in class, and teachers’ perceptions of using complete texts versus excerpts. A key finding is that a majority of the teachers report extensive use of literary excerpts, and that some texts (mainly from the 1800s) and parts of Henrik Ibsen’s works predominate across classrooms. The study also suggests that teachers view the reading of excerpts and complete texts as two distinct activities that often serve contradictory purposes.","PeriodicalId":315285,"journal":{"name":"Nordic Journal of Literacy Research","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115364577","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}
Det er en trend i norsk utdanningspolitikk at myndighetene bidrar til utviklingen av pedagogiske ressurser som lærere blir oppfordret til å benytte i den hensikt å gjøre undervisningen bedre. I denne studien undersøker jeg hvordan to lærere tar i bruk en pedagogisk ressurs utviklet til den nasjonale satsingen «Ungdomstrinn i utvikling». Empirien er hentet fra norskfaglige undervisningsøkter på ungdomstrinnet, der målet med undervisningen var at elevene skulle oppøve evnen til å skrive argumenterende tekster. Forskningen bygger på et språk- og læringssyn som assosieres med New Literacy Studies, der læring skjer ved å bruke språket i faglige praksiser. For å fange inn måten elevene leser, samtaler og skriver på i disse to undervisningsoppleggene, har jeg benyttet en analysemetode jeg har tilpasset fra Hillocks (1999). Hovedfunnene i studien er at selv om lærerne underviser med utgangspunkt i den samme pedagogiske ressursen, og delvis benytter de samme artefaktene, er det på vesentlige områder en ulik undervisningspraksis i de to klasserommene. Funnene i studien bidrar med ny innsikt om relasjonen mellom pedagogiske ressurser og undervisningspraksis.
{"title":"Hva skjer når lærere benytter pedagogiske ressurser anbefalt av utdanningsmyndighetene?","authors":"Trygve Kvithyld","doi":"10.23865/NJLR.V5.1431","DOIUrl":"https://doi.org/10.23865/NJLR.V5.1431","url":null,"abstract":"Det er en trend i norsk utdanningspolitikk at myndighetene bidrar til utviklingen av pedagogiske ressurser som lærere blir oppfordret til å benytte i den hensikt å gjøre undervisningen bedre. I denne studien undersøker jeg hvordan to lærere tar i bruk en pedagogisk ressurs utviklet til den nasjonale satsingen «Ungdomstrinn i utvikling». Empirien er hentet fra norskfaglige undervisningsøkter på ungdomstrinnet, der målet med undervisningen var at elevene skulle oppøve evnen til å skrive argumenterende tekster. Forskningen bygger på et språk- og læringssyn som assosieres med New Literacy Studies, der læring skjer ved å bruke språket i faglige praksiser. For å fange inn måten elevene leser, samtaler og skriver på i disse to undervisningsoppleggene, har jeg benyttet en analysemetode jeg har tilpasset fra Hillocks (1999). Hovedfunnene i studien er at selv om lærerne underviser med utgangspunkt i den samme pedagogiske ressursen, og delvis benytter de samme artefaktene, er det på vesentlige områder en ulik undervisningspraksis i de to klasserommene. Funnene i studien bidrar med ny innsikt om relasjonen mellom pedagogiske ressurser og undervisningspraksis.","PeriodicalId":315285,"journal":{"name":"Nordic Journal of Literacy Research","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121476064","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, som är en del av en längre etnografisk studie om skrift- och bedömningspraktiker i idrottsämnet, undersöker skriftliga texters roll under ett undervisningsblock i dans och rytmik i en högstadieklass i Sverige. Närmare bestämt undersöks för vilka ändamål skriftbaserade texter används och vad de använda texterna handlar om, det vill säga vilket specifikt ämnesinnehåll som entextualiseras (Bauman & Briggs, 1990). Därmed fyller artikeln en empirisk lucka i forskningen om literacy i idrott och hälsa. I studien ses literacy som situerade sociala praktiker, vilket innebär att man kan tala om olika ”literacies” i olika domäner. Här undersöks literacy i förståelsen skriftbruk i idrott och hälsa med hjälp av begreppen skrifthändelse och skriftpraktik. Resultaten visar att texter används för mångfasetterade syften, så som planering och introduktion av undervisningen, utvärdering och reflektion, kunskapsredovisning och bedömning och som redskap i såväl teoretiska som praktiska undervisningsaktiviteter. Rörelse framstår som det mest frekvent men också det mest nyanserat entextualiserade ämnesinnehållet.
{"title":"Performans och text – entextualiseringar av dans och rytmik i idrottsundervisningen i en högstadieklass","authors":"Anna Norberg","doi":"10.23865/NJLR.V5.1477","DOIUrl":"https://doi.org/10.23865/NJLR.V5.1477","url":null,"abstract":"Artikeln, som är en del av en längre etnografisk studie om skrift- och bedömningspraktiker i idrottsämnet, undersöker skriftliga texters roll under ett undervisningsblock i dans och rytmik i en högstadieklass i Sverige. Närmare bestämt undersöks för vilka ändamål skriftbaserade texter används och vad de använda texterna handlar om, det vill säga vilket specifikt ämnesinnehåll som entextualiseras (Bauman & Briggs, 1990). Därmed fyller artikeln en empirisk lucka i forskningen om literacy i idrott och hälsa. I studien ses literacy som situerade sociala praktiker, vilket innebär att man kan tala om olika ”literacies” i olika domäner. Här undersöks literacy i förståelsen skriftbruk i idrott och hälsa med hjälp av begreppen skrifthändelse och skriftpraktik. Resultaten visar att texter används för mångfasetterade syften, så som planering och introduktion av undervisningen, utvärdering och reflektion, kunskapsredovisning och bedömning och som redskap i såväl teoretiska som praktiska undervisningsaktiviteter. Rörelse framstår som det mest frekvent men också det mest nyanserat entextualiserade ämnesinnehållet.","PeriodicalId":315285,"journal":{"name":"Nordic Journal of Literacy Research","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132527553","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}
Utveckling av kvalificerad läsförmåga är ett av skolans viktigaste lärandemål och ett mål för vilket svenskämnet har ett särskilt ansvar. Kunskapen om hur undervisningen om text och textförståelse går till i svenska klassrum är emellertid begränsad. I den här artikeln rapporteras resultat från en observationsstudie av svensklärares undervisning om text och textförståelse i högstadiet. Studien bygger på analyser av 59 videoinspelade svensklektioner i årskurs sju som samlats inom ramen för studien Linking Instruction and Student Achievement. Resultaten baseras på en kombination av dels deskriptiv statistik, dels kvalitativ innehållsanalys av utvalda lektionssegment. Resultaten indikerar att merparten av undervisningstiden ägnas åt antingen aktivt bruk av autentiska texter för djupare förståelse eller möjlighet för elever att skriva egna sammanhängande texter. Eleverna ställs dock i relativt liten grad inför intellektuellt krävande analysuppgifter och lärarna ger sällan explicit strategiundervisning. Detta gäller både för svenskundervisningen som helhet och för den texttolkande undervisningen specifikt. Några för textförståelse och texttolkning mer specifika problem- och utvecklingsområden identifieras och diskuteras också i artikeln.
{"title":"Textanvändning och texttolkning i svenskundervisningen på högstadiet","authors":"Michael Tengberg","doi":"10.23865/NJLR.V5.1488","DOIUrl":"https://doi.org/10.23865/NJLR.V5.1488","url":null,"abstract":"Utveckling av kvalificerad läsförmåga är ett av skolans viktigaste lärandemål och ett mål för vilket svenskämnet har ett särskilt ansvar. Kunskapen om hur undervisningen om text och textförståelse går till i svenska klassrum är emellertid begränsad.\u0000I den här artikeln rapporteras resultat från en observationsstudie av svensklärares undervisning om text och textförståelse i högstadiet. Studien bygger på analyser av 59 videoinspelade svensklektioner i årskurs sju som samlats inom ramen för studien Linking Instruction and Student Achievement. Resultaten baseras på en kombination av dels deskriptiv statistik, dels kvalitativ innehållsanalys av utvalda lektionssegment.\u0000Resultaten indikerar att merparten av undervisningstiden ägnas åt antingen aktivt bruk av autentiska texter för djupare förståelse eller möjlighet för elever att skriva egna sammanhängande texter. Eleverna ställs dock i relativt liten grad inför intellektuellt krävande analysuppgifter och lärarna ger sällan explicit strategiundervisning. Detta gäller både för svenskundervisningen som helhet och för den texttolkande undervisningen specifikt. Några för textförståelse och texttolkning mer specifika problem- och utvecklingsområden identifieras och diskuteras också i artikeln.","PeriodicalId":315285,"journal":{"name":"Nordic Journal of Literacy Research","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121289594","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 aim of the current study was to examine the associations between a child’s home language, home resources for learning to read and reading achievement. Whereas the role of a child’s first language in second language learning and literacy skills has shown contradictory results, there is an established body of empirical evidence documenting the relationship between home resources and academic achievement. The study was conducted to extend existing knowledge on the relative contribution of home language and home resources on reading achievement. Using data from the Norwegian participation in Progress in International Reading Literacy Study (PIRLS) 2016, fifth grade, mean age 10.8 years (n = 4232), regression analysis reveals, overall, that home resources is more strongly related to reading achievement than a child’s home language. In the search for extended knowledge about the complex mechanisms behind achievement differences, we argue that several factors in addition to home language need to be considered, so that any initiative that is identified as effective to compensate for diversity will be beneficial for all students who need additional support in their reading development.
{"title":"The impact of Home Languange and Home Resources on Reading Achievement in ten-years-olds in Norway, PIRLS 2016","authors":"Olaug Strand, K. Schwippert","doi":"10.23865/njlr.v5.1260","DOIUrl":"https://doi.org/10.23865/njlr.v5.1260","url":null,"abstract":"The aim of the current study was to examine the associations between a child’s home language, home resources for learning to read and reading achievement. Whereas the role of a child’s first language in second language learning and literacy skills has shown contradictory results, there is an established body of empirical evidence documenting the relationship between home resources and academic achievement. The study was conducted to extend existing knowledge on the relative contribution of home language and home resources on reading achievement. Using data from the Norwegian participation in Progress in International Reading Literacy Study (PIRLS) 2016, fifth grade, mean age 10.8 years (n = 4232), regression analysis reveals, overall, that home resources is more strongly related to reading achievement than a child’s home language. In the search for extended knowledge about the complex mechanisms behind achievement differences, we argue that several factors in addition to home language need to be considered, so that any initiative that is identified as effective to compensate for diversity will be beneficial for all students who need additional support in their reading development.","PeriodicalId":315285,"journal":{"name":"Nordic Journal of Literacy Research","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123536926","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}
Gender differences in reading are a common finding in international assessments with girls usually outperforming boys. This article investigates such gender differences by looking at test modes(paper-based versus digital assessments), reading purpose (literary versus informational), text features (associations between reading scores and how much students like a text) and item formatcharacteristics (multiple choice versus constructed response items). All analyses are based on dataof Norwegian fifth-grade students (n = 3610) from the most recent cycle of the Progress in International Reading Literacy Survey (PIRLS and ePIRLS) 2016. The results point towards a generalmode effect between the paper-based and digital assessment for constructed response items. Thiseffect seems to be less strong in boys, indicating that boys may be motivated to type responses on akeyboard as opposed to writing with a pen on paper. For text features, we found that boys might bedisengaged from reading when the text shows female characteristics such as a female protagonist,leading to boys’ lack of interest and, subsequently, to lower scores. The results are discussed in thelight of the test design of PIRLS and ePIRLS.
{"title":"Gender differences in Norwegian PIRLS 2016 and ePIRLS 2016 results at test mode, text and item format level","authors":"Katrin Schulz-Heidorf, Hildegunn Støle","doi":"10.23865/NJLR.V4.1270","DOIUrl":"https://doi.org/10.23865/NJLR.V4.1270","url":null,"abstract":"Gender differences in reading are a common finding in international assessments with girls usually outperforming boys. This article investigates such gender differences by looking at test modes(paper-based versus digital assessments), reading purpose (literary versus informational), text features (associations between reading scores and how much students like a text) and item formatcharacteristics (multiple choice versus constructed response items). All analyses are based on dataof Norwegian fifth-grade students (n = 3610) from the most recent cycle of the Progress in International Reading Literacy Survey (PIRLS and ePIRLS) 2016. The results point towards a generalmode effect between the paper-based and digital assessment for constructed response items. Thiseffect seems to be less strong in boys, indicating that boys may be motivated to type responses on akeyboard as opposed to writing with a pen on paper. For text features, we found that boys might bedisengaged from reading when the text shows female characteristics such as a female protagonist,leading to boys’ lack of interest and, subsequently, to lower scores. The results are discussed in thelight of the test design of PIRLS and ePIRLS.","PeriodicalId":315285,"journal":{"name":"Nordic Journal of Literacy Research","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134132861","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 presents a study of how meaning is created when participating in a fictional text universe, and thereby provides insight into literacy aspects of recreational use of fictional stories. The analysed material consists of transcriptions of pen-and-paper role-playing sessions. The results show that the role-players transform fragments of information from different languages, modalities and semiotic systems into the situated practice of role-playing. In the conclusion, the competence to transform in relation to the role-playing, and in a wider context to participate in text universes, is discussed as a multiliteracies competence needed in the situated activity. The way in which language and communication is used requires, among other things, the ability to integrate different languages, modalities and semiotic systems, which in turn opens up new perspectives on what literacy in a recreational use of text universes can be.
{"title":"Worlds of many languages. Transformations in fictional text universes","authors":"Stefan Lundström, A. Svensson","doi":"10.23865/njlr.v6.2053","DOIUrl":"https://doi.org/10.23865/njlr.v6.2053","url":null,"abstract":"This article presents a study of how meaning is created when participating in a fictional text universe, and thereby provides insight into literacy aspects of recreational use of fictional stories. The analysed material consists of transcriptions of pen-and-paper role-playing sessions. The results show that the role-players transform fragments of information from different languages, modalities and semiotic systems into the situated practice of role-playing. In the conclusion, the competence to transform in relation to the role-playing, and in a wider context to participate in text universes, is discussed as a multiliteracies competence needed in the situated activity. The way in which language and communication is used requires, among other things, the ability to integrate different languages, modalities and semiotic systems, which in turn opens up new perspectives on what literacy in a recreational use of text universes can be.","PeriodicalId":315285,"journal":{"name":"Nordic Journal of Literacy Research","volume":"83 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126626248","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：