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| 2. |
- af Geijerstam, Åsa, docent, 1972-, et al.
(författare)
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Förutsättningar för ämnesspecifik läsförståelse i samhällskunskap i grundskolan
- 2023
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Ingår i: Educare. - : Malmö universitet. - 1653-1868 .- 2004-5190. ; :2, s. 114-147
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Tidskriftsartikel (refereegranskat)abstract
- This paper deepens the understanding of conditions for students' subject-specific reading comprehension created through different ways of working with reading in civic education, and the support students thus get to read verbal texts. Motivation for the study is found in an increasing need for knowledge about reading in various school subjects, and theoretical foundation is found in New Literacy Studies and disciplinary literacy. Video recordings were analyzed from lessons in three different schools and six different classes (ca 100h in total). The schools worked with reading in different ways, two schools used different models for teaching reading and one school did not use any particular model. The material was analyzed using thematic content analysis. Seven different functions for reading were identified together with reading materials. Furthermore, we analyzed which text levels were in focus. Results show that the classrooms where teachers work according to special models give clearer support to read and comprehend longer coherent verbal texts by using this type of texts and working with them through a variety of functions for reading activities, activities general for several subjects as well as more subject specific activities.
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| 3. |
- af Geijerstam, Åsa, docent, 1972-
(författare)
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Att skriva i alla ämnen i tidiga skolår
- 2020
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Ingår i: Skrivundervisningens grunder. - Malmö : Gleerups Utbildning AB. - 9789151102788 ; , s. 57-74
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 4. |
- af Geijerstam, Åsa, docent, 1972-, et al.
(författare)
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Linguistically based scales for assessment of young students’ writing
- 2022
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Ingår i: Writing & Pedagogy. - : Equinox Publishing. - 1756-5839 .- 1756-5847. ; 13:1-3, s. 227-265
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Tidskriftsartikel (refereegranskat)abstract
- This study addresses the question of how different aspects of students’ writing achievement can be recognised and evaluated. We developed a linguistically based framework for criteria-based assessment, anchored in a functional view of language and language learning. The framework was used to determine what traits characterise texts at different Proficiency Groups based on comparative judgement and what traits characterise texts assessed differently. Altogether, 100 texts (written by students ages 6–9) representing four text genres were assessed and ranked using both comparative judgement (holistic assessment) and criteria-based analysis. The results indicate that texts generally are assessed as stronger (i.e., placed in a higher Proficiency Group) when comparative judgement is used than what the assessment of a specific language resource indicates. The results also indicate that assessment differences might be a result of different quality expectations for different genres. This points towards the need for genre- and subject-specific assessment criteria to scaffold students in their emergent disciplinary writing development.
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| 7. |
- af Geijerstam, Åsa, docent, 1972-, et al.
(författare)
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Utveckling av metaspråk för tidigt skolskrivande
- 2020
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Ingår i: Grænsegængere og grænsedragninger i nordiska modersmålsfag. - Odense : Syddansk Universitetsforlag. - 9788740833003 ; , s. 277-295
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Bokkapitel (refereegranskat)abstract
- I kapitlet undersöks och diskuteras metaspråkets roll för att lärare ska kunna diskutera elevers texter, och i förlängningen kunna skapa goda förutsättningar för alla elevers utveckling av olika typer av skrivande. Lärares samtal om informativa texter skrivna i tidiga skolår undersöktes. Samtalen fördes före och efter en fortbildning om språkliga resurser för att uttrycka, fördjupa och skapa ett sammanhängande innehåll samt för att skapa en relation till en läsare. Den största skillnaden mellan lärarnas samtal före och efter fortbildningen fanns i samtal om hur texterna relaterar till en läsare, där en stor ökning av den metaspråkliga repertoaren syntes. I avslutande textdiskussioner utvecklar lärare också de metaspråkliga begreppen i högre grad genom exemplifieringar och förklaringar i relation till den text som kommenteras, vilket tyder på att metaspråket börjar systematiseras.
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| 9. |
- Jonsson, Lisa, et al.
(författare)
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Att lära genom att skriva : effekter på elevers ämneskunskaper i NO, SO och matematik
- 2022
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Rapport (populärvet., debatt m.m.)abstract
- I rapporten sammanfattas och kommenteras en internationell forskningsöversikt som visar att skrivande förbättrar elevers ämneskunskaper i NO, SO och matematik, jämfört med undervisning som har mindre fokus på skrivande. Rapporten består dels av en sammanfattning av forskningsöversiktens utgångspunkter, metod och resultat, dels av en kommentar till resultaten utifrån ett svenskt sammanhang. I kommentaren diskuteras även sådant som kan vara bra att tänka på när man som lärare använder skrivande för att förbättra elevers ämneskunskaper.
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| 10. |
- Liberg, Caroline, 1951-, et al.
(författare)
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Teachers’ talk about young students’ writing of narrative and informational texts
- 2022
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Ingår i: Writing & Pedagogy. - : Equinox Publishing. - 1756-5839 .- 1756-5847. ; 13:1-3, s. 181-206
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Tidskriftsartikel (refereegranskat)abstract
- Previous research has shown that teachers’ knowledge of a functional metalanguage plays a central role in supporting students’ writing development. However, only a few of these studies have focused on primary school teachers and their use of metalanguage in various text types. The aim of this study was to investigate how primary school teachers talk about young students’ (ages 7–9) narrative and informational texts before and after taking part in professional development workshops presenting different language resources and accompanying metalanguage. These resources represent a broader view of language than the more formal tradition offered to primary school teachers in Sweden. The results showed that after participating in the workshops, the teachers had broadened their repertoires concerning what aspects they talk about and how they talk about them; that is, their talks became more text-specific and extensive, and they used a formal metalanguage to a greater extent. These results are discussed in relation to the tradition of writing instruction used in primary grades in Sweden and the teachers’ pathways to broadening their repertoire of metalanguage. Also discussed is the potential a broader language view in early grades may have in supporting students’ writing development throughout their school years.
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