Understanding reading development: A phenomenological perspective.

Skaftun, Atle

doi:10.17239/l1esll-2011.01.08

Cited by 5 publications

(7 citation statements)

References 24 publications

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“…Favored comprehension strategies are mainly drawn from think-aloud interviews with proficient readers aimed at displaying the strategies they implicitly bring to use in skilled reading (Duke & Pearson, 2002;Pressley & Afflerbach, 1995). It is also suggested that strategies are essential when comprehension is challenging, while for more capable readers, the necessary skills for smooth comprehension are already available, and the need for deliberate and controlled strategy use is much smaller (Afflerbach et al, 2008;Skaftun, 2011). Skaftun (2011) even argues, with reference to recent theoretical development, that competent reading is something more, and something different, than automatized strategy processing.…”

Section: Discussionmentioning

confidence: 99%

“…It is also suggested that strategies are essential when comprehension is challenging, while for more capable readers, the necessary skills for smooth comprehension are already available, and the need for deliberate and controlled strategy use is much smaller (Afflerbach et al, 2008;Skaftun, 2011). Skaftun (2011) even argues, with reference to recent theoretical development, that competent reading is something more, and something different, than automatized strategy processing. Instead, the move towards competent, or proficient, reading is "a shift away from dependency on rules, maxims and plan-making towards holistic recognition and discrimination."…”

Section: Discussionmentioning

confidence: 99%

“…18). It has also been suggested that strategies play a more important role in the early stages of reading development (Skaftun, 2011) or when decoding or comprehension proves difficult to the reader even at the later stages of development (Afflerbach, Pearson, & Paris, 2008). Against this background, our study also serves the purpose of determining whether DSI has a differential impact on secondary students with varying reading ability.…”

Section: Introductionmentioning

confidence: 90%

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Improving students’ narrative comprehension through a multiple strategy approach. Effects of Dialogic Strategy Instruction in secondary school.

Tengberg¹,

Olin-Scheller²,

Lindholm³

2015

L1 Educational Studies in Language and Literature

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This is the published version of a paper published in L1-Educational Studies in Language and Literature.Citation for the original published paper (version of record):Tengberg, M. (2015) Improving Students' Narrative Comprehension through a Multiple Strategy Approach: Effects of Dialogic Strategy Instruction in Secondary School. Language and Literature,[15][16][17][18][19][20][21][22][23][24][25] Access to the published version may require subscription. N.B. When citing this work, cite the original published paper. L1-Educational Studies in Permanent link to this version:http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-35973 1 Tengberg, M., Olin-Scheller & Lindholm, A. (2015). Improving students' narrative comprehension through a multiple strategy approach. vol. 15, Department of Educational Studies, Karlstad University, Sweden, email: michael.tengberg@kau This article reports on an intervention study using a multiple strategy approach -called Dialogic Strategy Instruction (DSI) -to improve seventh grade students' narrative comprehension in terms of students' ability to generate inferences and develop interpretations of characters and events. DSI combines strategy instruction with dialogical principles for classroom discussion and response writing. After a 13-week intervention period, students in the intervention condition demonstrated significant improvement in generating inferences and interpretations compared to pre-test results. However, the average effect was small and the improvement was not significantly different relative to controls. An analysis of students with low pre-test scores showed that the intervention group had made significant and strong improvement relative to controls. Results for middle and high achievers were non-significant in this respect. Therefore, although DSI appears valuable for low achievers, results indicate that the instructional principles implemented may not offer instructional support for all children. Possible reasons for the absence of a general effect are discussed and directions for future research are suggested.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 90%

See 1 more Smart Citation

Improving students’ narrative comprehension through a multiple strategy approach. Effects of Dialogic Strategy Instruction in secondary school.

Tengberg¹,

Olin-Scheller²,

Lindholm³

2015

L1 Educational Studies in Language and Literature

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“…Engasjement er et mangetydig ord, som ofte reduseres til å bety begeistring, og dermed lett knyttes til ytre forhold med underholdningsverdi. Kjernen i ordet er imidlertid nettopp denne formen for kopling mellom individet og det som foregår (Guthrie & Wigfield, 2000;Skaftun, 2011; se også kapittel 4); altså at eleven engasjerer sin egen kunnskap og erfaring i møte med en oppgave eller situasjon. Engasjement i et slikt perspektiv er et mål for elevens utvikling, ikke et middel.…”

Section: Skolens Og Fagenes Literacyunclassified

Leseopplæring og fagenes literacy

Skaftun

2015

NJLR

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Abstract*norskArtikkelen er opprinnelig publisert i Leseboka. Leseopplaering i alle fag (Skaftun, Solheim, & Uppstad, 2015), og er et forsøk på å formulere et helhetlig perspektiv på lesing og literacy som bakgrunn for å forstå leseopplaering og fagenes literacy. Ulike forskningsinteresser blir knyttet sammen ved at literacy diskuteres som et spørsmål om tilgang på tre nivå: til skriften, til teksten og til tekstkulturen. Denne forståelsesrammen legges til grunn for å beskrive literacy opplaeringen i skolen som en prosess der elevene kan inviteres til å delta i fagspesifikke og mer generelt et akademisk fellesskap. Kjernen i dette fellesskapet er en ambisjon om å stimulere elevenes språklige tenking gjennom erfaring med ulike tenkemåter i de ulike fagene, slik at de samlet tilegner seg et mangfold av strategier å velge blant i møtet med tekster og situasjoner som kaller på forståelse og sunn dømmekraft. Et slikt helhetlig perspektiv på literacy tilfører dybde til forståelsen av lesing som grunnleggende ferdighet.Nøkkelord: Leseopplaering; literacy; fagenes literacy; tilgangskompetanse Abstract*engelskThis article is originally published as part of Leseboka. Leseopplaering i alle fag (Skaftun, Solheim, & Uppstad, 2015). It represents an attempt at establishing an integrated perspective on literacy education and literacy in the school disciplines. Different research interests are tied together in a discussion of literacy as a matter of access on three levels: On the level of the written code, of the textual meaning, and that of participation in a text culture. This framework is applied in a description of literacy education as a process where the students may be invited to take part in subject-specific and a more general academic community. The core value in this community is an ambition to stimulate the use of language as a means of thinking by providing experience from the different subjects. As a result, the students should aquire a repertoire of strategies and an ability to choose from this repertoire in a flexible way when facing texts and situations calling for sound judgement. An integrated perspective on literacy might add depth to the understanding of basic literacy skills.

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“…However, it is likely that other factors are involved, such as environment and psychological factors, and hence this model is too simple (Adlof, Catts, & Little, 2006;Berninger, Dunn, Lin, & Shimada, 2004;Høien-Tengesdal, 2010;Quigley, 2018;Verhoeven & Snow, 2001). Further, a purely bottom-up approach to reading fails to take into account topdown (knowledge-driven) approaches (Beard, 1987, p. 24), the connections between the two approaches, and the likelihood that readers employ a variety of strategies (top-down and bottom-up) when reading (Naylor & Wood, 2012, p. 37;Skaftun, 2011). Stafura and Perfetti (2017), building on work in Perfetti (1999) and subsequent studies, attempt to arrive at a wide-angle framework of reading systems taking in both top-down and bottom-up approaches, as shown in Figure 2.…”

Section: Introductionmentioning

confidence: 99%

Promoting metalinguistic awareness in a classroom to improve reading comprehension: Examples from Roald Dahl’s novel The BFG

Sinar

2018

ADNO

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It is widely recognised that successful reading involves the interaction of a number of different cognitive skills and strategies in order to achieve compre-hension of the text (Baker, 2002). These skills and strategies are generally considered to be controlled by a global process called ‘metacognition’ (Kuhn & Dean, 2004). In this paper, I suggest that a large part of metacognition when reading has a (meta)linguistic component and hence time should be devoted to raising (meta)linguistic awareness when teaching and honing reading skills and strategies. Tasks based around a short extract from Roald Dahl’s (1982[2013]) novel The BFG are presented and discussed in order to illustrate how metalinguistic awareness might be raised in a classroom. Such tasks not only help to improve reading comprehension but have a number of additional benefits: they enhance and support the metacognitive toolkit, improve vocabulary acquisition and growth, and can bring a love of language and the fun of language play into the classroom.Keywords: metalinguistic awareness, reading comprehension, vocabulary, classroom activities, Roald DahlÅ fremme metalingvistisk bevissthet i et klasserom for å forbedre leseforståelse: eksempler fra Roald Dahls roman The BFGSammendragDet er bred enighet om at vellykket lesing trekker veksler på flere forskjellige kognitive ferdigheter og strategier tilknyttet tekstforståelse (Baker, 2002). Disse ferdighetene og strategiene hører inn under den globale prosessen ‘metakog-nisjon’ (Kuhn & Dean, 2004). I denne artikkelen argumenterer jeg for at en stor del av metakognisjonen i lesing har en (meta)lingvistisk komponent, og følgelig at tid bør vies til å utvikle (meta)lingvistisk bevissthet i undervisningen av leseferdigheter og strategier. Arbeidsoppaver basert på et kort utdrag fra Roald Dahls (1982[2013]) The BFG (The Big Friendly Giant / SVK – Store Vennlige Kjempe) presenteres og diskuteres for å illustrere hvordan metalingvistisk bevissthet kan utvikles i klasserommet. Slike arbeidsoppgaver hjelper ikke bare med å forbedre leseforståelsen, men har også flere andre fordeler: de forsterker og støtter den metakognitive verktøykassen, forbedrer både innlæring og utvidelse av ordforrådet, kan øke språkgleden og oppmuntre til lek med språk i klasserommet.Nøkkelord: metalingvistisk bevissthet, leseforståelse, vokabular, klasseroms-aktiviteter, Roald Dahl

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Understanding reading development: A phenomenological perspective.

Cited by 5 publications

References 24 publications

Improving students’ narrative comprehension through a multiple strategy approach. Effects of Dialogic Strategy Instruction in secondary school.

Improving students’ narrative comprehension through a multiple strategy approach. Effects of Dialogic Strategy Instruction in secondary school.

Leseopplæring og fagenes literacy

Promoting metalinguistic awareness in a classroom to improve reading comprehension: Examples from Roald Dahl’s novel The BFG

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