Several quantitative studies (e.g. Kidd & Castano, 2013a;Djikic et al., 2013) have shown a positive correlation between literary reading and empathy. However, the literary nature of the stimuli used in these studies has not been defined at a more detailed, stylistic level. In order to explore the stylistic underpinnings of the hypothesized link between literariness and empathy, we conducted a qualitative experiment in which the degree of stylistic foregrounding was manipulated. Subjects (N = 37) read versions of Katherine Mansfield's 'The Fly', a short story rich in foregrounding, while marking striking and evocative passages of their choosing. Afterwards, they were asked to select three markings and elaborate on their experiences in writing. One group read the original story, while the other read a 'non-literary' version, produced by an established author of suspense fiction for young adults, where stylistic foregrounding was reduced. We found that the non-literary version elicited significantly more (p < 0.05) explicitly empathic responses than the original story. This finding stands in contradiction to widely accepted assumptions in recent research, but can be assimilated in alternative models of literariness and affect in literary reading (e.g. Cupchik et al., 1998). We present an analysis of the data with a view to offering more than one interpretation of the observed effects of stylistic foregrounding.
This article is concerned with children’s reading development in the important years from when they begin learning to read to the age when the child reaches adequate reading comprehension to read to learn from a variety of texts on diverse subjects. Like any skill, reading skill requires relevant and extensive training. We have tended to think that children growing up in the digital era get plenty reading training from digital devices and that this is as efficient as reading books was for earlier generations. Due to this optimism, we have paid too little attention to whether extensive use of digital devices actually provide children with relevant reading training during the important years that efficient reading is developed. The author holds that book reading still has its place in education.
HILDEGUNN STØLE OG KNUT SCHWIPPERTSAMMENDRAG I denne artikkelen presenteres den nye elektroniske leseprøven ePIRLS. Norske resultater analyseres i lys av bakgrunnsvariabler som elevenes kjønn, digitale aktiviteter og fritidslesing. Et par av disse sammenliknes med elevresultatene fra den tradisjonelle, papirbaserte PIRLS. I tillegg sammenliknes norske 5.-trinnselevers resultater med noen av de andre landenes resultater, i hovedsak våre naboland Danmark og Sverige. NØKKELORD ePIRLS | online informasjonslesing | leseforståelse | barns digitale aktiviteter | fritidslesingABSTRACT This article presents the new electronic reading assessment, ePIRLS. Norwegian results are analysed in relations to background variables such as gender, students' digital activities and leisure reading. A couple of these analyses include results from the traditional paper-and-pencil PIRLS assessment. Some results from Norwegian 5 th grade students are compared to results from some of the other countries, in particular our neighbours, Denmark and Sweden.KEYWORDS ePIRLS | online informational reading | reading comprehension | children's digital activities | leisure reading INNLEDNINGI denne artikkelen presenteres ePIRLS, som er en ny og spennende leseprøve i PIRLS-sammenheng. Den digitale ePIRLS måler såkalt online informational reading, heretter kalt online informasjonslesing eller bare nettlesing. Prøven simulerer lesing på Internett og benytter tekster med varierte illustrasjoner, hyperlenker
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