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| 5. |
- Eklund, Monica, 1956-, et al.
(författare)
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Reading Among Students in Sweden : Recent Research and Present Trends in an International Perspective
- 2006
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Konferensbidrag (refereegranskat)abstract
- A number of studies have been organised in Sweden, internationally on students ́ reading skills. IEA has organised the Six Subject Survey Study in 1970, the Reading Literacy Study in 1991 and PIRLS in 2001. The OECD has organised the PISA studies in 2000 and 2003.There have also been a number of studies undertaken only in Sweden. The Swedish National Agency for Education has published evaluation reports, covering the years 1992, 1995 and 2003, in which reading skills have been included. Karin Taube has been the project leader for a number of studies in different Swedish municipalities. These projects include testing of reading skills of all students in grade 3 in Stockholm 1993 –1999 and in grade 8 in Stockholm 1997 –2000.All these data some published and some not yet published, provide an opportunity to analyse questions related to students ́ reading. The data covers several years from 1970 to 2006 and concerns students in grades 2, 3, 4, 8 and 9. Some of the studies on reading allow comparisons over time. The studies organised within the framework of IEA make it possible to compare students’ reading skills in 1970, 1991 and 2001. The national assessments published by the Swedish National Agency for Education compare reading skills in 1989 (?), 1992, 1995 and 2003. The studies organised in Stockholm allows comparisons over the years 1993 to 1999 in grade 3 and 1997 to 2000 in grade 8. Also the PISA study may contribute, but only with two assessments in 2000 and 2003.Is it possible to speak about general trends based on the information available from the different studies? What may be the directions of these trends? Have reading skills among children and young people improved or do they read worse now than they used to do? How may changes in reading skills relate to changes in education policy and general changes in society during these years?
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| 6. |
- 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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| 9. |
- Fredriksson, Ulf, 1954-, et al.
(författare)
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Reading and students’ well-being
- 2006
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Konferensbidrag (refereegranskat)abstract
- Mid Sweden University and Kalmar University have organised studies on reading skills among students in grade 8 in Ekerö, Härnösand, Kristianstad, Nacka, Sollentuna and Tyresö. These studies have included a reading test and a questionnaire where the students have been asked to give information about themselves, their schooling and their motivation. Some of the questions have dealt with the students feeling of well-being in relation to their schools, the school work and their class mates. This data is analysed from the perspective of how students’ well-being and reading test results relate to each other. The data is also further analysed from a perspective of gender, students’ mother tongue and ethnical background.
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| 10. |
- 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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| 12. |
- 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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| 13. |
- Olofsson, Åke, 1952-, et al.
(författare)
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Universitetsstudenter med dyslexi : Läsförmåga och studiestrategier
- 2012
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Konferensbidrag (refereegranskat)abstract
- Många länder strävar efter ett breddat intag till universitetsstudier och att öka andelen ungdomar som går vidare till högskolestudier. Samtidigt som rekryteringen vidgas ökar antalet studenter med dyslexi i högre utbildning. Denna studie undersöker universitetsstudenter med dyslexi, hur deras studiesituation ser ut, samt de strategier som studenter med dessa problem använder.Resultat av intervjuer, självrapporter och test från 52 studenter, huvudsakligen vid lärar- och sjuksköterskeutbildningar, visar att studenterna har tydliga svårigheter med snabb och effektiv ordavkodning men att de använder många olika kompensatoriska metoder för att klara sina studier. Studiemoment som upplevs som särskilt krävande är att göra föreläsningsanteckningar, akademiskt skrivande och att läsa engelsk kurslitteratur. Kompensation sker både med hjälp av stöd som ges av universitetet, som exempelvis förlängd tid vid skriftliga examinationer och användning av informationsteknologi, samt genom egna personliga strategier. Resultaten indikerar att det finns stora kunskapsgap hos institutionerna när det gäller studenter som har dyslexi.
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| 15. |
- Roe, Astrid, et al.
(författare)
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"To read or not to read - that is the question" : Reading engagement and reading habits in a gender perspective
- 2012. - 1
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Ingår i: Northern Lights on PISA 2009 - focus on reading. - Copenhagen : Nordic Council of Ministers. - 9789289323048 ; , s. 1-221
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Bokkapitel (refereegranskat)abstract
- The PISA 2009 student questionnaire posed several questions about reading habits and reading attitudes, and many of these questions were also represented in the student questionnaire in PISA 2000. Thus, we are able to study Nordic boys´ and girls´reading habits and engagement over time. Although there are some differences between the Nordic countries, the overall impression is that Nordic 15-year olds spent less time reading for enjoyment in 2009 than they did in 2000. However, they spent more time online in 2009 than they did in 2000. Gender differences favouring girls were great in 2000, both in terms of reading achievement and reading engagement, and this picture has not changed in 2009. Furthermore, the weakest readers read far less in their leisure time than the best readers. In all the Nordic countries and for both genders, reading engagement shows a higher correlation with reading scores than social background. Lastly, we relate our findings to current research and discuss the implications they may have for teachers and students.
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| 20. |
- Taube, Karin, 1945-
(författare)
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Läsa för livet
- 2008
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Ingår i: Tidskrift för lärarutbildning och forskning. - Umeå : Fakultetsnämnden för lärarutbildning, Umeå universitet. - 1404-7659. ; :1, s. 37-42
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 21. |
- Taube, Karin, 1945-, et al.
(författare)
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Läsförståelsen i PISA
- 2010. - 1
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Ingår i: Rustad att möta framtiden?. - Stockholm : Skolverket. ; , s. 28-96
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Svenska 15-åringars läsförståelse i relation till jämnårigas i övriga OECD-länder presenteras. Läsförmågan bland de svenska ungdomarna har gått ned mellan 2000 och 2009.
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| 23. |
- Taube, Karin, 1945-, et al.
(författare)
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Läsundersökningsprojekt i samarbete med kommuner
- 2005
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Konferensbidrag (populärvet., debatt m.m.)abstract
- Sedan 1993 har Karin Taube i samarbete med ett antal kommuner genomfört en rad läsundersökningsprojekt. Sådana undersökningar har bl.a. genomförts i Stockholms kommun, i kommunerna Täby, Sollentuna, Upplands Väsby, Tyresö samt Ekerö. Under hösten 2004 har en överenskommelse gjorts att genomföra en liknande undersökning under 2005 i skolår 8 i Härnösands kommun.Läsning är en central färdighet av betydelse för elevernas fortsatta skolgång och för deras möjligheter att lyckas på arbetsmarknaden. Utifrån detta perspektiv har flera kommuner bedömt det som mycket viktigt att utvärdera och noggrant följa upp hur elevernas läsfärdigheter i kommunen utvecklas. De läsundersökningar som genomförts har gett de deltagande kommunerna en möjlighet att följa hur elevernas läsfärdighet ser ut i kommunen samtidigt som resultaten har kunnat jämföras med andra kommuner. Genom att de lästest som har använts i de olika undersökningarna bygger på det internationellt utprövade testet som användes i den stora internationella undersökningen IEA Reading Literacy 1991 har också en jämförelse kunnat göras med ett nationellt urval av elever som deltog i denna undersökning.Insamlade data har också kunnat användas för vidare analyser. Utifrån de insamlade data har ett antal specialstudier genomförts kring läsning bland elever med invandrarbakgrund, åldersblandade klasser och användning av olika läsinlärningsmetoder. Planer finns på fler studier som bygger på insamlade data. På detta sätt har undersökningarna fyllt det dubbla syftet att både ge kommunerna kunskap om läsfärdigheter bland kommunens elever och att ge forskarna en möjlighet till fördjupade analyser kring läsning och därmed relaterade frågor.
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| 25. |
- Taube, Karin, 1945-
(författare)
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Pojkars och flickors läsning.
- 2009. - 1
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Ingår i: Dyslexi och andra svårigheter med skriftspråket.. - Stockholm : Natur & Kultur. - 9789127419346 ; , s. 104-137
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 26. |
- Taube, Karin, 1945-
(författare)
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Reading acquisition and self-concept
- 1988
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The main purpose of the present dissertation was to dismember and reconstruct some aspects of the complex relationship between literacy development and self-concept. Two main principles were included in the general design of the longitudinal investigation. The first principle involved an increasing level of specificity in three steps where the starting point was an overall picture of 700 pupils' reading acquisition and self-concept. The second step was a more detailed analysis with the focus upon 80 pupils. The third step finally entailed intense case-oriented analyses of a few students. The second principle required both a description of the situation for pupils in general and a mapping of pupils with learning disabilities. A multiple-method strategy as a set of converging operations was used to capture the underlying structures in the large bulk of data from 9 years.The results indicated a weak but significant relationship between reading acquistion and self-concept with classroom achievement standard as a moderating factor. LISREL-analyses supported those hypotheses suggesting a reciprocal causality between self-concept and reading acquisition. The influence from performance to the self-concept of ability was shown to be much stronger than the influence from the self-concept of ability to performance. Furthermore, the best fitting models indicated that the influence from self-concept of ability is probably stronger on reading comprehension than on reading and spelling in general. The hypothesis of strategic behavior as a mediating factor between selt-concept and later reading and spelling performance was partially confirmed.Comparisons between two groups of pupils with approximately the same cognitive level, one with underachievement in reading and/or spelling and the other group without such problems, revealed that the former group had significant lower self-concept in grades 1-6. As a group these underachievers did not catch up in reading and spelling during the whole school-period. Attention and strategic behavior seemed to be critical factors distinguishing learning disabled pupils from normal achieving ones and unsuccessful underachievers from successfuI " underachievers ".In comparison with normal achieving pupils and with pupils who managed to overcome their early reading problems, pupils with persisting problems were shown to have a lower self-concept and more negative memories from school. At the end of the school-period, they had lower aspirations and expectations for the future and were less inclined to consider school subjects as important and also less inclined to use their reading ability to read books. Thus, self-concept, reading acquisition, aspiration and strategic behavior are connected, and this dissertation is an attempt to reveal the pattern of these relations.
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| 27. |
- Taube, Karin, 1945-, et al.
(författare)
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Svenska elevers läsning
- 2012. - 1
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Ingår i: Svenskämnet i går, i dag, i morgon.. - Stockholm : Svensklärarföreningen. - 9789127429659 ; , s. 162-177
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Resultat från nationella och internationella undersökningar av elevers läsförståelse, läsattityder och läsvanor redovisas. Flickors och pojkars läsprestationer och läsvanor jämförs. Svenska elevers läsförmåga började försämras under den andra delen av 90-talet. Flickor är i jämförelse med pojkar genomsnittligt bättre läsare, läser mer och är mer positiva till att läsa. Generellt är svenska elever i dag mindre intresserade av läsning än tidigare. Nedgången i läsförmåga antas vara ett resultat av flera samverkande faktorer. Med stor sannolikhet antas följande faktorer ha haft betydelse därvidlag: förändrade läsvanor bland barn och ungdomar, minskad likvärdighet i svenska skola och ökad utbredning av individuellt arbete i skolan.
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