| 1. |
- Damber, Ulla, 1957-, et al.
(författare)
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Differences between overachieving and underachieving classes in reading : Teacher, classroom and student characteristics
- 2012
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Ingår i: Journal of Early Childhood Literacy. - : SAGE Publications. - 1468-7984 .- 1741-2919. ; 12:4, s. 339-366
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Tidskriftsartikel (refereegranskat)abstract
- The main purpose of this study was to examine the classroom, teacher and student factors distinguishing grade three classes performing at higher levels than expected, in relation to socioeconomic status (SES) and language factors, from classes performing below their potential with regard to the same factors. Data from a standardized reading comprehension test and student and teacher questionnaires covering teacher, classroom and student characteristics were collected. The participants were 1,092 grade three classes and their class teachers, from Stockholm, Sweden. By use of regression and a twin-matching procedure, one group of 94 underachieving classes and another group of 94 overachieving classes were formed for comparison. Data about extended voluntary reading, classroom climate, teacher experience and the use of authentic literature were seen to be the main four indicators discriminating between over- and underachieving classes beyond the impact of SES and language background.
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| 2. |
- Fredriksson, Ulf, 1954-, et al.
(författare)
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Reading and education for students of immigrant origin in some Swedish municipalities
- 2009
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Ingår i: US-China Education Review. - Libertyville, IL : David Publishing. - 1548-6613 .- 1930-1529. ; 6:11, s. 17-33
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Tidskriftsartikel (refereegranskat)abstract
- Researchers from Mid Sweden University and Kalmar University organised surveys on reading skills in Swedish municipalities. This paper will focus on the surveys made in four municipalities between 2002 and 2007. All students in grade 8 in these four municipalities participated in the surveys-in total 16, 287 students. These surveys included a reading test for the students and information about the students collected from the teachers, including participation in instruction in Swedish as a second language and in their mother tongues. Students of immigrant origin in Sweden are offered the possibility to participate in instruction in Swedish as a second language and in instruction in the student's mother tongue. No obvious trends over time in the participation in Swedish as a second language and mother tongue instruction were found in the four municipalities on the tests we gave, in spite of national trends. There was no difference in results on the reading tests in Swedish between those students who participated in mother tongue instruction and those who did not, but there was a difference in test results between those who participated in Swedish as a second language and those who did not. Those who did not participate (in Swedish as a second language instruction) did, on average, score higher on the test. When different language groups are compared, it can be noted that a majority in all groups of immigrant students neither participate in Swedish as a second language nor in mother tongue instruction. However, there are important differences between boys and girls and between language groups. Girls seemed to be more willing than boys to participate in voluntary mother tongue instruction, while boys more often than girls had to participate in compulsory lessons in Swedish as a second language.
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| 3. |
- Fredriksson, Ulf, 1954-, et al.
(författare)
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Strengths and Weaknesses in the Swedish and Swiss Education Systems : a comparative analysis based on PISA data
- 2009
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Ingår i: European Educational Research Journal. - Oxford, United Kingdom : Symposium Journals Ltd. - 1474-9041. ; 1:1, s. 54-68
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Tidskriftsartikel (refereegranskat)abstract
- Sweden and Switzerland are among the wealthiest countries in the world, but also two countries with different approaches to how to provide welfare. Sweden has followed a social democratic welfare model and Switzerland a liberal model. This has implications for how the education systems have been organised. The Programme for International Student Assessment (PISA) study makes it possible to compare the achievements of students in reading and mathematics. Students in Switzerland are significantly better than Swedish students in mathematics. In reading, Swedish students are significantly better than Swiss students. In both countries, girls are better readers than boys. The gender difference in reading is larger in Sweden than in Switzerland. Boys are better than girls in mathematics. The gender difference in mathematics is smaller in Sweden than in Switzerland. The difference in reading between natives and non-natives is considerably lower in Sweden than in Switzerland. Sweden is among those countries where the variance between schools is very low. In Switzerland the variation in student performance among schools is higher than the average in the Organisation for Economic Cooperation and Development. Both education systems may be regarded to be of high quality in an international perspective. The Swedish system has, with the exception of the gender gap in reading, produced a system that seems to have a higher degree of equity than the Swiss system.
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| 4. |
- Linnakylä, P, et al.
(författare)
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Factors behind Low Reading Literacy Achievement
- 2004
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Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 48:3, s. 231-249
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Tidskriftsartikel (refereegranskat)
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| 5. |
- Swalander, Lena, et al.
(författare)
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Influences of Family Based Prerequisites, Reading Attitude, and Self-Regulation on Reading Ability
- 2007
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Ingår i: Contemporary Educational Psychology. - : Elsevier BV. - 0361-476X .- 1090-2384. ; 32:2, s. 206-230
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Tidskriftsartikel (refereegranskat)abstract
- This study investigated the effect of self-regulated learning, as indicated by academic self-concept, motivation and learning strategies, reading attitude and family based prerequisites on reading ability. Students (n=4018) in the eighth grade answered the IEA reading literacy test, the self-regulated learning questionnaire and a student questionnaire about their background. The exploratory factor analysis (EFA) revealed that the self-regulated learning questionnaire did not measure the intended three dimensions, but only two: Verbal/General academic self-concept and a new dimension called Goal oriented strategies. Structural Equation Modelling ("SEM") with a cross-validation sample was conducted to determine the effects in the final model. The strongest effect on reading ability was from Verbal/General academic self-concept (beta=0.43 for final and beta=0.56 for cross-validation model). Gender differences revealed that girls read better on narrative and expository texts, had a more positive reading attitude, and more positive verbal self-concept, whereas boys had a higher academic self-concept (not domain-specific), self-efficacy, control expectation, reported more memorising, elaboration, and instrumental motivation (all differences p less than 0.001).
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