| 1. |
- Fälth, Linda, 1973-, et al.
(författare)
-
The Effects of a Multimodal Intervention on the Reading Skills of Struggling Students : An Exploration Across Countries
- 2023
-
Ingår i: Reading Psychology. - : Taylor & Francis Group. - 0270-2711 .- 1521-0685. ; 44:3, s. 225-241
-
Tidskriftsartikel (refereegranskat)abstract
- The purpose of the present study was to investigate the effects of a multimodal program, designed for practicing reading, on reading development in struggling readers in two different countries. The research question was whether one specific training method will have a positive effect on pupils’ reading development in two different countries with different educational systems and as diverse orthographies as the shallow Croatian and the relatively deep Swedish orthography. It became clear that Swedish teachers have a tradition of implementing interventions as opposed to Croatia where there is no tradition of teachers conducting intervention studies in school. Comparing different school systems is difficult which is evident in the results that differ between the two countries. However, the results indicate that the multimodal reading training program used in the intervention had positive effects on pupils’ literacy development, including decoding, spelling, and reading comprehension in both countries.
|
|
| 2. |
- Kerestes, Gordana, et al.
(författare)
-
The Importance of Fluency in Reading: A Comparison of English, Swedish, Croatian, and Estonian
- 2024
-
Ingår i: READING PSYCHOLOGY. - 0270-2711 .- 1521-0685.
-
Tidskriftsartikel (refereegranskat)abstract
- We report results from children learning to read in one of four different languages: Croatian, English, Estonian and Swedish. The languages all have an alphabetical script but vary greatly on the dimension deep-shallow (or complexity-simplicity, or opacity-transparency), i.e., how close orthography and phonology are related. These languages also vary in the complexity and type of grammatical structure. We used tasks to measure phonological awareness, morpho-syntactic processing, word and pseudoword identification speed, working memory, and reading comprehension. In English, Swedish, and Croatian, fluency was the most significant predictor of reading comprehension. In Estonian, morpho-syntactic awareness was the most significant predictor, although reading fluency was a close second. Fluency was of primary importance in reading comprehension because the limitations of working memory result in fast decay of input information. Therefore, it is important to read with fluency for proper text comprehension.
|
|
| 3. |
- Winberg, Mikael T., 1963-, et al.
(författare)
-
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
-
Ingår i: Reading Psychology. - : Informa UK Limited. - 0270-2711 .- 1521-0685. ; 43:7, s. 442-476
-
Tidskriftsartikel (refereegranskat)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.
|
|
