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| 2. |
- 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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| 3. |
- Fredriksson, Ulf, 1954-, et al.
(författare)
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Do Students Correctly Estimate Their Reading Ability? : A Study of Stockholm Students in Grades 3 and 8
- 2011
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Ingår i: Reading Psychology. - Washington, D.C : Hemisphere Publishing Corp.. - 0270-2711 .- 1521-0685. ; 32:4, s. 301-321
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Tidskriftsartikel (refereegranskat)abstract
- Data from a survey in Stockholm are used to look at differences between how students´ self-concepts and self-efficacy relate to actual reading skills, differences between how boys and girls estimate their reading, and differences between how older and younger students estimate their reading. A quarter of the students made correct self-assessmmments of their reading. A majority overestimated their skills. The ability to self-assess reading skills among boys and girls seems to depend on how they are asked. There was only a small difference in favor of older students when students in Grades 3 and 8 were compared.
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| 6. |
- 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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| 8. |
- Linnakylä, Pirjo, 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. - 0031-3831 .- 1470-1170. ; 48:3, s. 231-249
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Tidskriftsartikel (refereegranskat)abstract
- The initial results of the Programme for International Student Assessment (PISA) indicated that Finnish and Swedish students are among the best readers in all OECD countries. However, the literacy performance of 7% of Finnish and 12% of Swedish students remains at a level which is not sufficient for further studies or active citizenship. This article reports a further comparative study which explores, compares and contrasts, by means of two-level logistic regression models, students' personal, socio-economic and cultural factors and their effects on low as opposed to average reading literacy achievement in Finland and Sweden. The results indicate that the risk of being a low achiever is strongly determined by gender and by several sociocultural factors as well as by students' personal characteristics, attitudes and activities both at and outside school. The constructed model was relatively similar and predicted with approximately equal degrees of probability membership in the risk group in both countries. This lays a solid foundation for joint pedagogic developmental efforts
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| 9. |
- Olofsson, Åke, et al.
(författare)
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Academic Achievement of University Students with Dyslexia
- 2015
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Ingår i: Dyslexia. - : John Wiley & Sons. - 1076-9242 .- 1099-0909. ; 21:4, s. 338-349
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Tidskriftsartikel (refereegranskat)abstract
- Broadened recruitment to higher education is on the agenda in many countries, and it is also widely recognized that the number of dyslexic students entering higher education is increasing. In Sweden, as in many other European countries, higher education institutions are required to accommodate students with dyslexia. The present study focuses on the study outcome for 50 students with diagnosed dyslexia, mainly in teacher education and nurses’ training, at three universities in Northern Sweden. The students trusted their own ability to find information on the Internet but mistrusted their own abilities in reading course books and articles in English and in taking notes. The mean rate of study was 23.5 European Credit Transfer and Accumulation System credits per semester, which is slightly below the national baseline of 26.7. The results show that more than half of the students are examined at a normal rate of study but that about one fifth have a very low rate of study.
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| 10. |
- Olofsson, Åke, et al.
(författare)
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Att studera på universitet med dyslexi : Universitetsstudenter med dyslexi: lärandestrategier, studieresultat och konsekvenser för undervisningen
- 2013
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Ingår i: Resultatdialog 2013. - Stockholm : Vetenskapsrådet. - 9789173072328 ; , s. 161-169
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Vad händer när personer med dyslexi blir universitetsstudenter? De allra flesta klarar studiemålen, men några har lägre studietakt. Det visar sig att studenter med dyslexi till stor del kan beskrivas som långsamma läsare. De hinner inte läsa allt som de borde läsa och de har svårigheter med att hinna anteckna och med att skriva tentor, rapporter och uppsatser.De använder varierande hjälpmedel, både sådant stöd som universitetet ger och personliga metoder och strategier.Bland universitetslärarna finns meningar om att studenter med dyslexi innebär merarbete och en viss oro över hur studenterna skall klara sig i sin framtida yrkesutövning efter examen. Positiva tecken är att flera relativt enkla detaljer i undervisningens upplägg som gynnar studenter med dyslexi också är värdefulla för samtliga studenter.
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