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Reading, schooling and future time perspective: a small-scale study of five academically successful young Swedes
Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
2009 (English)In: International Journal of Learning, ISSN 1447-9494, Vol. 16, no 1, 235-248 p.Article in journal (Refereed) Published
Abstract [en]

My research project will be briefly described. Evidence-based research describing over-achieving classes in reading was performed in a first large-scale study of the grade 3 classes in Stockholm. Standardized reading comprehension tests, student and teacher questionnaires were employed. The meagre results of this first study will be compared with those of a second, more focused, mixed methods follow-up study on eight multi-cultural classes, overachieving in reading, where the teachers view of literacy as participating in a social, cultural practice, was enacted within the realms of a book flood programme. In the present study five in-depth interviews were carried out with academically very successful young multicultural adults to explore how they viewed their school trajectories and their present situation. The informants validate the results of the second study and also indicate that these students have developed a very strong Future Time Perspective. They also indicate that the future-oriented pedagogy they met with as children, has influenced their attitudes towards school and a future academic career, apart from giving them strategies and tools for further learning. The theoretical frame of reference employs FTP-research, the enlarged concept of literacy as described in new Literacy Studies, and Vygotsky's theories on learning, together with the results of the second study. Implications for practitioners and implications for researchers in terms of a more extensive use of both qualitative and quantitative methods in researching literacy will be discussed.

Place, publisher, year, edition, pages
2009. Vol. 16, no 1, 235-248 p.
Keyword [en]
Future Time Perspective, Future-oriented Pedagogy, Second Language Acquisition, Second Language Teaching
National Category
Social Sciences
Identifiers
URN: urn:nbn:se:liu:diva-53453OAI: oai:DiVA.org:liu-53453DiVA: diva2:288879
Available from: 2010-01-22 Created: 2010-01-22 Last updated: 2010-03-12Bibliographically approved
In thesis
1. Reading for Life: Three Studies of Swedish Students’ Literacy Development
Open this publication in new window or tab >>Reading for Life: Three Studies of Swedish Students’ Literacy Development
2010 (English)Doctoral thesis, comprehensive summary (Other academic)
Alternative title[sv]
Läsa för livet : Tre studier av svenska barns läsutveckling
Abstract [en]

The aim of this thesis is to explore school classes with a higher level of achievement in reading than could be expected, with regard to socio-economic background factors and language background. What do those classes practice? Which attitudes towards reading and schooling do those children and their teachers display? The teacher and the classroom environment are in particular focus. The thesis is based on three studies. Firstly, over-achieving and underachieving grade three-classes in reading are compared in a large-scale statistical study. Reading tests, student questionnaires and teacher questionnaires provided data. The results indicate that a positive classroom climate, frequent voluntary reading, the use of authentic literature and many years of teaching experience characterise the over-achieving classes. In a second study eight over-achieving classes, in the same data material were in focus. The schools were located in a low-income, low-education multicultural suburban area. In-depth interviews were performed with adults active in those classes at the time of the data collection. The joint analyses of quantitative and qualitative data indicate that teachers’ ways of relating to their students is important as the Deficit Discourse is replaced by future oriented pedagogy with features such as aesthetic activities, dynamic assessment, strong raming, abundant reading of fiction and a lot of writing. In a third smaller, qualitative study five young university students, former students in one of the targeted classes in the second study, were interviewed in-depth about their school experiences and their Future Time Perspective. The informants emphasize the importance of being acknowledged in school, reading competency and knowledge of oral and written Swedish as factors for success.

Abstract [sv]

Syftet med avhandlingen är att utforska de faktorer som bidrar till att vissa skolklasser presterar på högre nivåer i läsning än vad man skulle kunna förvänta med hänsyn till socioekonomiska bakgrundsfaktorer och språkbakgrund. Hur arbetar dessa klasser? Vilka uppfattningar och attityder visavi läsning och skola kännetecknar dessa barn och deras lärare? Framför allt fokuseras läraren och undervisningen. Avhandlingen baserar sig på tre studier. I en första storskalig statistisk studie jämförs över- och underpresterande klasser i läsning i skolår tre. Lästester, lärarenkäter och elevenkäter låg till grund för analyserna. Resultaten indikerar ett positivt klassrumsklimat, höga frekvenser av fritidsläsning, autentisk litteratur i undervisningen samt lärares långa yrkeserfarenhet som karaktäristika. I en andra uppföljande studie, fokuserades åtta överpresterande klasser i samma datamaterial, i ett multikulturellt förortsområde med låga utbildnings- och inkomstnivåer. I denna studie djupintervjuades även vuxna som varit aktiva i de överpresterande klasserna under tiden för datainsamlingen. De samlade analyserna av kvalitativa och kvantitativa data indikerar att lärares förhållningssätt intar en nyckelroll, då ett brist-synsätt ersatts av framtidsorienterad pedagogik, med inslag som estetisk verksamhet, dynamisk utvärdering, fasta strukturer, riklig läsning av skönlitteratur och eget skrivande. I en tredje, mindre, kvalitativ studie djupintervjuas tidigare elever från en av de undersökta klasserna, nu unga vuxna i början av sin akademiska karriär, om sin skolgång och sitt framtidsperspektiv. Informanterna betonar värdet av att få lyckas, att bli sedd och uppskattad för den man är, samt hemtamhet med litteratur och svenska språket i tal och skrift som framgångsfaktorer.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2010. 103 p.
Series
Linköping Studies in Behavioural Science, ISSN 1654-2029 ; 149
Keyword
Literacy, fiction, second language learning, the deficit discourse, scaffolding, Läsning, skönlitteratur, andraspråksinlärning, bristdiskurs, stöttning
National Category
Social Sciences
Identifiers
urn:nbn:se:liu:diva-53456 (URN)978-91-7393-455-8 (ISBN)
Public defence
2010-01-28, 101, hus I, Campus Valla, Linköpings universitet, Linköping, 13:15 (Swedish)
Opponent
Supervisors
Available from: 2010-01-22 Created: 2010-01-22 Last updated: 2010-01-22Bibliographically approved

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