| 1. |
- Bratlie, S. S., et al.
(författare)
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Effectiveness of a Classroom-Implemented, App-Based Morphology Program for Language-Minority Students: Examining Latent Language-Literacy Profiles and Contextual Factors as Moderators
- 2022
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Ingår i: Reading Research Quarterly. - : Wiley. - 0034-0553 .- 1936-2722. ; 57:3, s. 805-829
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Tidskriftsartikel (refereegranskat)abstract
- Language-minority students constitute a heterogeneous group, both in terms of skills in the majority language and contextual factors, such as language use at home and socioeconomic status. These characteristics may interact with the effectiveness of language instruction programs. This study investigated whether the effectiveness of a digital morphology program conducted in mainstream classrooms differed between Norwegian second-grade language-minority students (n = 188) and language-majority students (n = 521). Further, the study examined language-minority students' latent language-literacy skill profiles. Specifically, it investigated how the skill profiles related to the students' initial morphological word knowledge and the immediate and long-term effects of the program. Intention-to-treat analyses showed positive effects of the program on morphological word knowledge at posttest (d = 0.30) and 6-month follow-up (d = 0.27), with no evidence of group differences in program effects. For the language-minority students, a latent profile model with three language-literacy profiles emerged. All three profiles had low vocabulary compared to the full sample but differed in reading and spelling. There were significant differences between the three profiles in initial morphological word knowledge. However, the program effects were not associated with the language-literacy profiles or contextual factors. Findings suggest that language-minority students can benefit from classroom-implemented language instruction programs on an equal level as language-majority peers.
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| 2. |
- Bråten, Ivar, et al.
(författare)
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Teaching Sourcing in Upper-Secondary School : A Comprehensive Sourcing Intervention with Follow-Up Data
- 2019
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Ingår i: Reading Research Quarterly. - : John Wiley & Sons. - 0034-0553 .- 1936-2722. ; 54:4, s. 481-505
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Tidskriftsartikel (refereegranskat)abstract
- In this quasi‐experimental study, the authors examined the effects of an intervention designed to teach upper secondary school students to take source information, such as author expertise, into consideration when selecting, processing, and using textual resources to complete particular multiple‐document literacy tasks. The intervention centered on a contrasting cases approach framed by authentic curriculum‐based classroom activities and was implemented over six weeks by teachers who had participated in professional development seminars. The findings demonstrated that students who had participated in the sourcing intervention placed more value on source information when selecting texts, invested more time and effort in processing the texts they selected, and more frequently attributed textual ideas to their respective sources compared with students who had participated in typical classroom activities instead. These effects were observed on far transfer tasks in which students worked with multiple documents on different topics in different situational contexts for different purposes, and were sustained over a period of 5.5 weeks. The discussion highlights the uniqueness of the current intervention work and centers on the aspects of the sourcing intervention that likely promoted these broad, sustainable, and transferable sourcing skills in students. Attention is also directed to several possible lines of future research in this area.
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| 3. |
- Tegmark, Mats, et al.
(författare)
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The Complex Relationship between Teachers’ Instructional Practices and Students’ Reading Amount
- 2024
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Ingår i: Reading Research Quarterly. - : John Wiley & Sons. - 0034-0553 .- 1936-2722.
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this study is to develop understanding of the relation be-tween instructional practices and students’ reading amount. As part of alarger mixed-methods study of reading practices across the curriculum inSwedish compulsory school, a selection of 14 classes from Grades 6 and 9were observed over a total of 59 lessons. The data generated were codedand analyzed using both quantitative and qualitative methods. The resultsreveal a great variation in teachers’ instructional practices which is shownto have both direct and more indirect consequences for students’ readingamount. By combining the results from quantitative and qualitative analy-ses in the light of Self-Determination Theory, the study shows that mostreading is done in classrooms where teachers manage to fulfill students’need for competence, relatedness, and autonomy while maintaining class-room structure and ensuring lesson time for reading. The findings are dis-cussed considering previous research on instructional practices in relationto students’ reading motivation and reading amount, adding to our under-standing of what makes students read in everyday classrooms. Limitationsof the study, directions for further research, and implications for practiceare also discussed.
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