| 1. |
- Tegmark, Mats, 1966-, et al.
(author)
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Allt fler elever läser allt mindre
- 2021
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In: Skola och samhälle. - 2001-6727. ; :2021-04-21
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Journal article (pop. science, debate, etc.)abstract
- Trots vetskapen om läsningens betydelse och den sjunkande likvärdigheten i elevers läsförmåga, har kunskapen om elevers faktiska läsande sett till omfattning varit näst intill obefintlig. Det kan tyckas märkligt då det satsats mångmiljonbelopp på att återkommande mäta elevernas läsförmåga för att konstatera att den sviktar. Vi vet att barn och ungas bok- och tidningsläsande på fritiden minskat. Men hur ser det ut i den obligatoriska skolan? Läser elever längre texter i skolan, eller tas det för givet?
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| 2. |
- Vinterek, Monika, 1956-, et al.
(author)
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Amount of Text Read at School and the Motivation for Reading : A Large Scale Study in Grade 6 and 9
- 2018
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In: European Conference on Educational Research, Bolzano, Italy, September 4-7, 2018. - Berlin.
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Conference paper (peer-reviewed)abstract
- This paper reports on some preliminary results from the project “To read or not to read: A study of reading practices in compulsory school” funded by the Swedish Research Council. The aim of the project is to develop knowledge of existing reading practices and to find out what kind of teaching that promotes such practices in a way that enables students to learn from reading. The decline in students’ reading literacy is something that concerns and worries many European and other Western countries. But surprisingly it is difficult to find large scale studies focusing on how much students read at school. To be a good reader one needs to practice (Kuhn & Stahl, 2003; Campell et al., 2001); it takes more than 5000 hours of reading to achieve a well-functioning reading capacity (Lundberg & Herrlin, 2005). To learn from text one needs to be able to read a longer text (Topping et al., 2007; Merisuo-Storm & Soininen, 2014). Prior research in the field further shows that it is important for students to read different types of texts (Kuhn & Stahl, 2003) and thus develop vocabulary and reading skills in many subjects (see, for example, Biemiller, 2001).The amount of reading, at school or at leisure, correlates positively with reading ability (Anderson et al., 1988; Cunningham & Stanovich, 1997; Taylor et al., 990). In our study we therefore are interested in the total amount of coherent and continuous text students read during an average school day in all their subjects, with a particular focus on reading habits in Swedish (L1), English (L2), Chemistry, and History. We also want to find out how the amount of reading correlates with the students’ self-assessed motivation for their school-initiated reading activities. In the first part of the project there is a predominantly quantitative focus in which we seek to find out the extent to which students read continuous prose texts – fictional as well as non-fictional – as part of their everyday school work, and how their reading is related to different types of motivation. The second part of the project has a predominantly qualitative focus where a limited number of groups will be selected for a series of closer classroom studies of teachers as well as students through observations, interviews and questionnaires in order to find out what characterizes the reading practices of these schools and classes. This paper will report on some preliminary results from the first part of the project where the following research questions are to be answered:To what extent do students in years 6 and 9 read continuous prose text—fiction as well as nonfiction— as part of their school work?What kind of motivation do students express for reading nonfiction and fiction texts in different school subjects?What is the nature of the relationship between students’ reading motivation and the extent of their reading in school?What differences in the interest of reading and in the reading habits among females and males, between school years 6 and 9, and between schools can be detected?
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| 3. |
- Vinterek, Monika, 1956-, et al.
(author)
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Läsning och motivation i årskurs 6 och 9 : elevers syn på läspraktiker i och utanför skolan
- 2019
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Conference paper (peer-reviewed)abstract
- Läsförmågan hos elever i den svenska grundskolan är långt under vad den var 20 år sedan, samtidigt som fritidsläsandet fortsätter att minska. Skolan har därför ett viktigt kompensatoriskt uppdrag då vi vet att det krävs rikligt med läsning för att bli en god läsare (Kuhn & Stahl, 2003). Elever behöver också läsa olika typer av texter för att utveckla ordförrådet inom olika ämnen (Biemiller, 2001). Dessutom måste elever kunna läsa längre texter för att utveckla kunskap genom läsning (Topping et al., 2007; Merisuo-Storm & Soininen, 2014). Forskning visar också att längden läsning i skolan och på fritiden korrelerar positivt med läsförmågan (Taylor et al., 1990).Studien utgår från självbestämmandeteorin (SDT) vilken betonar att typen av motivation är viktigare än mängden motivation (Ryan & Deci, 2000). Ju mer autonomt reglerad elevers motivation är, desto bättre är förutsättningarna för att de ska vilja läser mer. Forskning har visat på ett rekursivt samband mellan autonom motivation och synen på den egna läsförmågan (Guthrie & Wigfield, 2000).Syftet är att visa på relationen mellan hur mycket eleverna läser och deras motivation till läsning, attityd till läsning och synen på den egna läsförmågan. Följande frågor är i fokus:*Hur många sidor sammanhängande text läser elever i årskurs 6 och 9 i svenska, engelska, historia och kemi under en dag i skolan?*Vad är elevernas generella attityd till läsning?*Vilken motivation uttrycker elever för läsning av skönlitteratur och sakprosa i skolan?*Hur ser eleverna på sin egen läsförmåga och skolans såväl som sina egna läspraktiker? Analyserna bygger på data från 3408 webbaserade elevenkäter från 144 grundskolor i 18 kommuner. Dessutom genomfördes 194 strukturerade elevintervjuer i sex klasser valda utifrån grad av motivation och mängden skolrelaterad läsning.Resultatet visar att elever i årskurs 6 läser mer i skolan än elever i årskurs 9 och att elever i årskurs 6 visar en högre grad av inre motivation än elever i årskurs 9. Elever i årskurs 6 har också en mer positiv attityd till läsning av såväl skönlitterär som sakprosatext än elever i årskurs 9. Analyser pågår gällande relationen mellan hur mycket eleverna läser och deras motivation till läsning i de olika ämnena. Preliminära resultat pekar mot att det finns en potential i elevernas förhållande till läsning som skolan skulle kunna ta tillvara i än högre grad.Studiens storskaliga ansats med både kvantitativa och kvalitativa data bidrar med ny kunskap om skolans läspraktiker o
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| 4. |
- Vinterek, Monika, 1956-, et al.
(author)
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The decrease of school related reading in compulsory school 2007–2017
- 2018
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In: AARE conference papers. - Camperdown, Australia : Australian Association for Research in Education.
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Conference paper (peer-reviewed)abstract
- In this paper we will report some results from a project (funded by the Swedish Research Council) with an aim to develop knowledge of existing reading practices to better understand what kind of support students receive at school to develop reading skills. In this we lean on earlier research that stresses the importance of many hours of diverse reading practice to develop necessary reading skills to be an active part of a democratic society. Data were collected 2017 and relate to the findings of a similar study conducted in 2007. The main research questions addressed in this paper are:To what extent do students in grade 6 and 9 read continuous text, nonfiction as well fiction, as part of their school work?What differences in the amount of reading between grade 6 and 9, among boys and girls respectively, can be detected?What can be noticed about changes in students´ reading at school during the last decade?In the year 2017 data were collected by a questionnaire, distributed to schools with grade 6 and grade 9 in a mid-Swedish region, the same was done in 2007 for all students in grade 5 and 8 in one of Sweden’s largest municipalities. Students were asked to estimate how many pages of continuous text, fiction and non-fiction, they had read in class during the day of the questionnaire. For the 2017 study we also asked about the amount of text read out of school as some kind of school assignment (e.g. homework). In total 1526 (2007) and 3289 (2017) answers remained after data cleaning.We found that reading at school has declined substantially the last decade (e.g. 22% had read less than one page in 2007, 30% in 2017). An even higher percentage of students don’t read any pages of continuous school texts in grade 9 compared to grade 6, and girls still read more than boys. We also found that the amount of text read as part of the students’ schoolwork out of school (2017) is lower than for text read at school. These patterns are the same for non-fiction as well as for fiction. In the next part of the study we are taking a closer look at the actual reading practices in a selection of these classrooms trying to understand the results. There is also a need for more studies of the amount of text read at school.
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| 5. |
- Vinterek, Monika, 1956-, et al.
(author)
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The Decrease of School Related Reading in Swedish Compulsory School – Trends Between 2007 and 2017
- 2022
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In: Scandinavian Journal of Educational Research. - : Routledge. - 0031-3831 .- 1470-1170. ; 66:1, s. 119-133
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Journal article (peer-reviewed)abstract
- Even though the importance of extensive reading practice is well documented, as are students’ changing leisure-time reading habits, we still have little knowledge of how much students read at school. Therefore, this study investigates how many pages of continuous and coherent text, nonfiction as well as fiction, students in middle and lower secondary school read during an ordinary school day. Comparing data from two large-scale surveys, in 2007 and 2017, our analyses indicate that the proportion of students who read one full page or more has decreased significantly. There are still more students in middle school compared to lower secondary who read nonfiction, whereas the reading of fiction is now equally low. We conclude that the growing achievement gap among Swedish students on reading literacy tests is mirrored in the widening divide between students who still read extensively at school and those who do not read at all.
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| 6. |
- Winberg, Mikael T., 1963-, et al.
(author)
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Motivational Aspects of Students’ Amount of Reading and Affective Reading Experiences in a School Context : A Large-Scale Study of Grades 6 and 9
- 2022
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In: Reading Psychology. - : Informa UK Limited. - 0270-2711 .- 1521-0685. ; 43:7, s. 442-476
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Journal article (peer-reviewed)abstract
- As leisure-time reading among adolescents declines in the western world, stakeholders try to increase students’ motivation for school-related reading. We examine the relationship of students’ autonomous and controlled reading motivation with their amount and experiences of school-related reading in four school subjects, controlling for students’ attitudes toward the school subjects and general attitudes toward reading. Questionnaire data were collected from 3308 students in Grades 6 and 9 at 144 schools in Sweden. Multiple linear regression indicates that students’ attitudes toward the subject are more important predictors of reading amount than their reading motivation. Motivation type was primarily related to students’ affective experiences of the reading, and only weakly related to their amount of school-related reading. Results suggest that the relationship between motivation and school-related reading differ from voluntary leisure-time reading. The study thus complements previous research which primarily has focused on the role of students’ motivation for their amount of leisure-time reading.
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