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Amount of text read at school and the motivation for reading: a large scale study in grade 6 and 9
Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogiskt arbete.ORCID-id: 0000-0002-2130-4797
Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogiskt arbete.ORCID-id: 0000-0001-7561-7679
Högskolan Dalarna, Akademin Humaniora och medier, Engelska.ORCID-id: 0000-0001-9990-5501
Umeå universitet, Institutionen för naturvetenskapernas och matematikens didaktik.
2018 (engelsk)Konferansepaper, Oral presentation with published abstract (Fagfellevurdert)
Abstract [en]

This paper reports on some preliminary results from the project “To read or not to read: A study of reading practices in compulsory school” funded by the Swedish Research Council. The aim of the project is to develop knowledge of existing reading practices and to find out what kind of teaching that promotes such practices in a way that enables students to learn from reading. The decline in students’ reading literacy is something that concerns and worries many European and other Western countries. But surprisingly it is difficult to find large scale studies focusing on how much students read at school. To be a good reader one needs to practice (Kuhn & Stahl, 2003; Campell et al., 2001); it takes more than 5000 hours of reading to achieve a well-functioning reading capacity (Lundberg & Herrlin, 2005). To learn from text one needs to be able to read a longer text (Topping et al., 2007; Merisuo-Storm & Soininen, 2014). Prior research in the field further shows that it is important for students to read different types of texts (Kuhn & Stahl, 2003) and thus develop vocabulary and reading skills in many subjects (see, for example, Biemiller, 2001).The amount of reading, at school or at leisure, correlates positively with reading ability (Anderson et al., 1988; Cunningham & Stanovich, 1997; Taylor et al., 990). In our study we therefore are interested in the total amount of coherent and continuous text students read during an average school day in all their subjects, with a particular focus on reading habits in Swedish (L1), English (L2), Chemistry and History. We also want to find out how the amount of reading correlates with the students’ self-assessed motivation for their school-initiated reading activities. In the first part of the project there is a predominantly quantitative focus in which we seek to find out the extent to which students read continuous prose texts – fictional as well as non-fictional – as part of their everyday school work, and how their reading is related to different types of motivation. The second part of the project has a predominantly qualitative focus where a limited number of groups will be selected for a series of closer classroom studies of teachers as well as students through observations, interviews and questionnaires in order to find out what characterizes the reading practices of these schools and classes. This paper will report on some preliminary results from the first part of the project where the following research questions are to be answered:

  • To what extent do students in years 6 and 9 read continuous prose text—fiction as well as nonfiction— as part of their school work?
  • What kind of motivation do students express for reading nonfiction and fiction texts in different school subjects?
  • What is the nature of the relationship between students’ reading motivation and the extent of their reading in school?
  • What differences in the interest of reading and in the reading habits among females and males, between school years 6 and 9, and between schools can be detected?

The overall framework of the study is the didactic triangle and the meeting between the teacher, the student and the subject matter in terms of meaning making and reading activities that occur in this meeting (Uljens, 1997; Hudson & Meier, 2011; Liberg et.al. 2002.) We also draw on motivation theories that stress the importance of constructing classroom practices that support student reading motivation by fulfilling the basic needs of autonomy, competence and relatedness (Deci & Ryan, 2008; De Naeghel et al, 2014)  

sted, utgiver, år, opplag, sider
2018.
Emneord [en]
Reading, nonfiction, fiction, school subjects, motivation
HSV kategori
Forskningsprogram
Utbildning och lärande, Att läsa eller inte läsa: En studie av grundskolans läspraktiker
Identifikatorer
URN: urn:nbn:se:du-28884OAI: oai:DiVA.org:du-28884DiVA, id: diva2:1262439
Konferanse
ECER, Bolzano, Italy, September 2018
Forskningsfinansiär
Swedish Research Council, 2016-04747Tilgjengelig fra: 2018-11-12 Laget: 2018-11-12 Sist oppdatert: 2018-11-12bibliografisk kontrollert

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Alatalo, TarjaVinterek, MonikaTegmark, Mats

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