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  • 1.
    Alatalo, Tarja
    et al.
    Högskolan Dalarna.
    Liberg, Caroline
    Uppsala universitet.
    Tegmark, Mats
    Högskolan Dalarna.
    Vinterek, Monika
    Högskolan Dalarna.
    Winberg, Mikael
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. UmSER.
    Läsning och motivation i årskurs 6 och 9: elevers syn på läspraktiker i och utanför skolan.2019Conference paper (Other academic)
    Abstract [sv]

     Läsförmågan hos elever i den svenska grundskolan är långt under vad den var 20 år sedan, samtidigt som fritidsläsandet fortsätter att minska. Skolan har därför ett viktigt kompensatoriskt uppdrag då vi vet att det krävs rikligt med läsning för att bli en god läsare (Kuhn & Stahl, 2003). Elever behöver också läsa olika typer av texter för att utveckla ordförrådet inom olika ämnen (Biemiller, 2001). Dessutom måste elever kunna läsa längre texter för att utveckla kunskap genom läsning (Topping et al., 2007; Merisuo-Storm & Soininen, 2014). Forskning visar också att längden läsning i skolan och på fritiden korrelerar positivt med läsförmågan (Taylor et al., 1990). 

    Studien utgår från självbestämmandeteorin (SDT) vilken betonar att typen av motivation är viktigare än mängden motivation (Ryan & Deci, 2000). Ju mer autonomt reglerad elevers motivation är, desto bättre är förutsättningarna för att de ska vilja läser mer. Forskning har visat på ett rekursivt samband mellan autonom motivation och synen på den egna läsförmågan (Guthrie & Wigfield, 2000). 

    Syftet är att visa på relationen mellan hur mycket eleverna läser och deras motivation till läsning, attityd till läsning och synen på den egna läsförmågan. Följande frågor är i fokus: 

    • Hur många sidor sammanhängande text läser elever i årskurs 6 och 9 i svenska, engelska, historia och kemi under en dag i skolan? 
    • Vad är elevernas generella attityd till läsning? 
    • Vilken motivation uttrycker elever för läsning av skönlitteratur och sakprosa i skolan? 
    • Hur ser eleverna på sin egen läsförmåga och skolans såväl som sina egna läspraktiker? 

     Analyserna bygger på data från 3408 webbaserade elevenkäter från 144 grundskolor i 18 kommuner. Dessutom genomfördes 194 strukturerade elevintervjuer i sex klasser valda utifrån grad av motivation och mängden skolrelaterad läsning. 

    Resultatet visar att elever i årskurs 6 läser mer i skolan än elever i årskurs 9 och att elever i årskurs 6 visar en högre grad av inre motivation än elever i årskurs 9. Elever i årskurs 6 har också en mer positiv attityd till läsning av såväl skönlitterär som sakprosatext än elever i årskurs 9. Analyser pågår gällande relationen mellan hur mycket eleverna läser och deras motivation till läsning i de olika ämnena. Preliminära resultat pekar mot att det finns en potential i elevernas förhållande till läsning som skolan skulle kunna ta tillvara i än högre grad. 

    Studiens storskaliga ansats med både kvantitativa och kvalitativa data bidrar med ny kunskap om skolans läspraktiker och hur dessa förhåller sig till elevers motivation att läsa.

  • 2.
    Tegmark, Mats
    et al.
    School of Teacher Education, Dalarna University, Falun, Sweden.
    Alatalo, Tarja
    School of Teacher Education, Dalarna University, Falun, Sweden.
    Vinterek, Monika
    School of Teacher Education, Dalarna University, Falun, Sweden.
    Winberg, Mikael
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    What motivates students to read at school? Student views on reading practices in middle and lower-secondary school2022In: Journal of research in reading (Print), ISSN 0141-0423, E-ISSN 1467-9817, Vol. 45, no 1, p. 100-118Article in journal (Refereed)
    Abstract [en]

    Reading amount is decisive for individual students' academic success as well as for the general strength of democratic societies. Still, the amount of both leisure-time and school-related reading is decreasing. To reverse this trend, more knowledge of what drives students' school reading is needed. Drawing on Self-Determination Theory (SDT), the study is based on structured interviews with 259 students in Grades 6 and 9 from 14 different schools. Descriptive statistical analyses were made to map students' perceptions of themselves as readers and their school-related reading practices and to find out what regulates students' motivation for in-class reading. Although students express a strong will to become good readers, our data indicate that students are mainly driven by controlled motivation for their school-related reading; autonomous motivation was only expressed by a minority of students in Grade 6. What would make students read more are mainly text and instruction related factors such as more interesting texts and more time allocated to reading. Our results point to a great potential for more in-class reading across the curriculum, reading sessions that need to be regularly scheduled using carefully selected texts. In line with SDT, our findings highlight the importance of fulfilling students' need for competence, relatedness, and autonomy in order for them to develop more self-determined behaviour, such as leisure-time reading – which in turn will boost their reading self-concept. Highlights What is already known about this topic Students who practice reading more tend to become more competent readers and therefore develop a more positive relationship with reading and themselves as readers (reading self-concept). Autonomous motivation strongly predicts reading achievement, whereas controlled motivation negatively predicts reading outcomes. The amount of both leisure-time and school-related reading is decreasing in many parts of the western world, highlighting the need for schools to find new ways of engaging students in reading practices. What this paper adds Students want to be good readers and know that they need to read more to become good readers. In contrast to leisure-time reading, students' school-related reading practices are driven far more by controlled than autonomous motivation, especially by the time they reach secondary school. Students would read more if they were provided with more interesting texts, the possibility to choose, and if more class time were allocated to reading. Implications for theory, policy or practice Autonomy-supporting reading sessions need to be regularly and amply scheduled across the curriculum to ensure reading practices that can develop reader competence. Schools need to ensure that students have access to a variety of texts to choose from according to both personal interest and level of difficulty. Educators need to design reading practices that fulfil students' need for competence, relatedness, and autonomy in order for them to develop more self-determined behaviour and a more positive perception of themselves as readers.

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  • 3.
    Vinterek, Monika
    et al.
    Department of Educational sciences, School of Education, Health and Social Studies, Dalarna University, Falun, Sweden.
    Winberg, Mikael T.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. UmSER.
    Tegmark, Mats
    Department of Educational sciences, School of Education, Health and Social Studies, Dalarna University, Falun, Sweden.
    Alatalo, Tarja
    Department of Educational sciences, School of Education, Health and Social Studies, Dalarna University, Falun, Sweden.
    Liberg, Caroline
    Department of Education, Uppsala University, Uppsala, Sweden.
    The Decrease of School Related Reading in Swedish Compulsory School – Trends Between 2007 and 20172022In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 66, no 1, p. 119-133Article in journal (Refereed)
    Abstract [en]

    Even though the importance of extensive reading practice is well documented, as are students’ changing leisure-time reading habits, we still have little knowledge of how much students read at school. Therefore, this study investigates how many pages of continuous and coherent text, nonfiction as well as fiction, students in middle and lower secondary school read during an ordinary school day. Comparing data from two large-scale surveys, in 2007 and 2017, our analyses indicate that the proportion of students who read one full page or more has decreased significantly. There are still more students in middle school compared to lower secondary who read nonfiction, whereas the reading of fiction is now equally low. We conclude that the growing achievement gap among Swedish students on reading literacy tests is mirrored in the widening divide between students who still read extensively at school and those who do not read at all.

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  • 4.
    Vinterek, Monika
    et al.
    Högskolan Dalarna.
    Winberg, Mikael
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. UmSER.
    Tegmark, Mats
    Högskolan Dalarna.
    Alatalo, Tarja
    Högskolan Dalarna.
    Liberg, Caroline
    Uppsala universitet.
    The decrease of school related reading in compulsory school 2007–20172018In: AARE conference papers, Camperdown, Australia: Australian Association for Research in Education , 2018Conference paper (Refereed)
    Abstract [en]

    In this paper we will report some results from a project (funded by the Swedish Research Council) with an aim to develop knowledge of existing reading practices to better understand what kind of support students receive at school to develop reading skills. In this we lean on earlier research that stresses the importance of many hours of diverse reading practice to develop necessary reading skills to be an active part of a democratic society. Data were collected 2017 and relate to the findings of a similar study conducted in 2007. The main research questions addressed in this paper are:

    To what extent do students in grade 6 and 9 read continuous text, nonfiction as well fiction, as part of their school work?What differences in the amount of reading between grade 6 and 9, among boys and girls respectively, can be detected?What can be noticed about changes in students´ reading at school during the last decade?

    In the year 2017 data were collected by a questionnaire, distributed to schools with grade 6 and grade 9 in a mid-Swedish region, the same was done in 2007 for all students in grade 5 and 8 in one of Sweden’s largest municipalities.  Students were asked to estimate how many pages of continuous text, fiction and non-fiction, they had read in class during the day of the questionnaire. For the 2017 study we also asked about the amount of text read out of school as some kind of school assignment (e.g. homework). In total 1526 (2007) and 3289 (2017) answers remained after data cleaning.We found that reading at school has declined substantially the last decade (e.g. 22% had read less than one page/day in 2007, 30% in 2017). An even higher percentage of students don’t read any pages of continuous school texts in grade 9 compared to grade 6, and girls still read more than boys. We also found that the amount of text read as part of the students’ schoolwork out of school (2017) is lower than for text read at school. These patterns are the same for non-fiction as well as for fiction.  In the next part of the study we are taking a closer look at the actual reading practices in a selection of these classrooms trying to understand the results. There is also a need for more studies of the amount of text read at school.

  • 5.
    Winberg, Mikael T.
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Tegmark, Mats
    Department of Educational Sciences, School of Education, Health and Social Studies, Dalarna University, Falun, Sweden.
    Vinterek, Monika
    Department of Educational Sciences, School of Education, Health and Social Studies, Dalarna University, Falun, Sweden.
    Alatalo, Tarja
    Department of Educational Sciences, School of Education, Health and Social Studies, Dalarna University, Falun, Sweden.
    Motivational Aspects of Students' Amount of Reading and Affective Reading Experiences in a School Context: A Large-Scale Study of Grades 6 and 92022In: Reading Psychology, ISSN 0270-2711, E-ISSN 1521-0685, Vol. 43, no 7, p. 442-476Article in journal (Refereed)
    Abstract [en]

    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.

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1 - 5 of 5
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  • en-GB
  • en-US
  • fi-FI
  • nn-NO
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  • Other locale
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Output format
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  • text
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