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Tengberg, Michael, ProfessorORCID iD iconorcid.org/0000-0002-9375-9512
Publications (10 of 50) Show all publications
Ekström, L., Appelgren, A., Hafsteinsdottír, E., Bergman, E., Bergman, M., Taloyan, R., . . . Tengberg, M. (2019). Läsförståelse och undervisning om lässtrategier. Solna: Skolforskningsinstitutet
Open this publication in new window or tab >>Läsförståelse och undervisning om lässtrategier
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2019 (Swedish)Report (Other academic)
Abstract [sv]

Den här systematiska översikten beskriver vad det samlade vetenskapliga kunskapsläget säger om relationen mellan undervisning om och användning av lässtrategier kontra läsförståelse. Lässtrategier definieras i denna översikt som medvetna, målinriktade försök att kontrollera och moderera läsarens arbete med att avkoda text, förstå ord och konstruera mening från text. Översikten fokuserar på elever i åldern 10–19 år, det vill säga motsvarande mellanstadiet och högstadiet i svensk grundskola samt svensk gymnasieskola, och på undervisning om och användning av lässtrategier inom ramen för skolans samtliga ämnen utom ämnen som motsvarar moderna språk inom den svenska skolan.

Lässtrategier är alltså generellt sett ett redskap som elever kan använda sig av när de stöter på problem i sin läsförståelse. Vilka redskap det mer specifikt handlar om, hur dessa redskap kan kombineras eller vilka redskap som är mer eller mindre användbara i olika situationer är frågor som lärare kan behöva mer kunskap om.

Genom denna översikt vill vi därför bidra till fördjupad kunskap om vad arbete med lässtrategier innebär liksom hur och för vem lässtrategierna bidrar till förbättrad läsförståelse.

Översikten utgår ifrån följande överordnade frågeställning:

Vad kännetecknar effektiv lässtrategiundervisning och lässtrategianvändning hos elever i åldrarna 10–19 år?

Med effektiv menar vi att lässtrategiundervisningen och lässtrategianvändningen har en positiv effekt på elevernas läsförståelse, baserat på läsförståelsetester, observationer eller elevers självrapportering.

För att besvara den överordnade frågeställningen har vi ställt följande mer specifika frågor:

A. Vilka lässtrategier undervisas om och används i de i översikten ingående studierna?

B. Vilken lässtrategiundervisning bidrar till utvecklad läsförståelse hos elever?

C. Hur beskriver elever själva sin användning och nytta av lässtrategier?

D. Hur varierar användning och nytta av lässtrategier med faktorer som kön, läsförmåga och språkbakgrund?

Place, publisher, year, edition, pages
Solna: Skolforskningsinstitutet, 2019. p. 113
Series
Skolforskningsinstitutets systematiska översikter ; 2019:2
National Category
Didactics
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-72097 (URN)9789891438390 (ISBN)
Available from: 2019-05-22 Created: 2019-05-22 Last updated: 2019-06-03Bibliographically approved
Tengberg, M. (2019). Nationella läsprov i ett skandinaviskt perspektiv. Viden om literacy (25), 58-62
Open this publication in new window or tab >>Nationella läsprov i ett skandinaviskt perspektiv
2019 (Swedish)In: Viden om literacy, ISSN 2246-6517, no 25, p. 58-62Article in journal (Other academic) Published
National Category
Didactics
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-72092 (URN)
Projects
Läsförmåga på prov
Available from: 2019-05-22 Created: 2019-05-22 Last updated: 2019-06-28Bibliographically approved
Tengberg, M. (2019). Nationella läsprov i ett skandinaviskt perspektiv. Viden om literacy, 25, 58-62
Open this publication in new window or tab >>Nationella läsprov i ett skandinaviskt perspektiv
2019 (Swedish)In: Viden om literacy, ISSN 1902-3472, Vol. 25, p. 58-62Article in journal (Other academic) Published
Place, publisher, year, edition, pages
Skovlunde: , 2019
National Category
Languages and Literature
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-75386 (URN)
Available from: 2019-10-15 Created: 2019-10-15 Last updated: 2019-11-07Bibliographically approved
Tengberg, M. (2019). Textanvändning och texttolkning i svenskundervisningen på högstadiet.. Nordic Journal of Literacy Research, 5(1), 18-37
Open this publication in new window or tab >>Textanvändning och texttolkning i svenskundervisningen på högstadiet.
2019 (Swedish)In: Nordic Journal of Literacy Research, E-ISSN 2464-1596, Vol. 5, no 1, p. 18-37Article in journal (Refereed) Published
Abstract [sv]

Utveckling av kvalificerad läsförmåga är ett av skolans viktigaste lärandemål och ett mål för vilket svenskämnet har ett särskilt ansvar. Kunskapen om hur undervisningen om text och textförståelse går till i svenska klassrum är emellertid begränsad. I den här artikeln rapporteras resultat från en observationsstudie av svensklärares undervisning om text och textförståelse i högstadiet. Studien bygger på analyser av 59 videoinspelade svensklektioner i årskurs sju som samlats inom ramen för studien Linking Instruction and Student Achievement. Resultaten baseras på en kombination av dels deskriptiv statistik, dels kvalitativ innehållsanalys av utvalda lektionssegment. Resultaten indikerar att merparten av undervisningstiden ägnas åt antingen aktivt bruk av autentiska texter för djupare förståelse eller möjlighet för elever att skriva egna sammanhängande texter. Eleverna ställs dock i relativt liten grad inför intellektuellt krävande analysuppgifter och lärarna ger sällan explicit strategiundervisning. Detta gäller både för svenskundervisningen som helhet och för den texttolkande undervisningen specifikt. Några för textförståelse och texttolkning mer specifika problem- och utvecklingsområden identifieras och diskuteras också i artikeln.

Abstract [en]

The development of reading comprehension is one of the primary learning objectives in compulsory school, and one for which language arts has a particular responsibility. Yet the knowledge of comprehension-oriented text-based instruction in Swedish language arts classrooms is limited. This article reports findings from an observation study of comprehension-oriented text-based instruction in Swedish lower secondary school. 59 language arts lessons in school year 7 were videotaped and analyzed in the ongoing LISA study. Results from the study draw on a combination of descriptive statistics and qualitative content analysis of selected lesson segments. Findings suggest that a main part of the instructional time is spent either on active use of authentic texts in order to develop deeper comprehension, or on students’ own writing of extended texts. However, the findings also indicate that students rarely are asked to engage in intellectually challenging tasks that require analytic or inferential thinking, and the teachers seldom provide explicit strategy instruction. These findings concern both language arts instruction in general and comprehension-oriented text-based instruction in particular. The article discusses potential areas of development for instruction related to comprehension and interpretation of texts. 

Place, publisher, year, edition, pages
Cappelen Damm Akademisk, 2019
Keywords
intellectual challenge, lower secondary school, reading comprehension, strategy instruction, text-based instruction, intellektuell utmaning, läsundervisning, strategiundervisning, textförståelse, videoanalys
National Category
Didactics
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-72089 (URN)10.23865/njlr.v5.1488 (DOI)
Projects
LISA-projektet
Funder
Swedish Research Council, 2017-03544
Available from: 2019-05-22 Created: 2019-05-22 Last updated: 2019-06-28Bibliographically approved
Lindholm, A. & Tengberg, M. (2019). The reading development of Swedish L2 middle school students and its relation to reading strategy use. Reading Psychology, 40(8), 782-813
Open this publication in new window or tab >>The reading development of Swedish L2 middle school students and its relation to reading strategy use
2019 (English)In: Reading Psychology, ISSN 0270-2711, E-ISSN 1521-0685, Vol. 40, no 8, p. 782-813Article in journal (Refereed) Published
Abstract [en]

This two-year longitudinal study investigated Swedish L2 middle school students’ reading development and its relation to reported strategy use. Reading comprehension was measured on three occasions and strategy use was examined using the Metacognitive Awareness of Reading Strategies Inventory (MARSI) scale. The results show that student reading comprehension scores develop significantly over the last two years of middle school (grades 5–6). As expected, second-generation immigrant students score higher than first-generation immigrants, but the differences are not statistically significant. The study shows no gender-related differences in relation to reading strategy use. Boys and girls use strategies to a similar extent. However, good readers reported using all types of reading strategies, particularly global strategies, to a greater extent than poor readers. Interestingly, the reading achievement of boys was strongly correlated to the reported use of global strategies, while the reading achievement of girls was not correlated to strategy use at all. Implications of the study and suggestions for further research are discussed.

Place, publisher, year, edition, pages
Taylor & Francis, 2019
Keywords
reading delevopment, second language learners, reading strategy use
National Category
General Language Studies and Linguistics
Research subject
Swedish as a Second Language
Identifiers
urn:nbn:se:kau:diva-74621 (URN)10.1080/02702711.2019.1674432 (DOI)
Available from: 2019-09-03 Created: 2019-09-03 Last updated: 2019-11-07Bibliographically approved
Tengberg, M., Roe, A. & Skar, G. B. (2018). Interrater reliability of constructed response items in standardized tests of reading. Nordic Studies in Education, 38(2), 118-137
Open this publication in new window or tab >>Interrater reliability of constructed response items in standardized tests of reading
2018 (English)In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 38, no 2, p. 118-137Article in journal (Refereed) Published
Abstract [en]

This article reports from a study of interrater reliability of constructed response items in standardized tests of reading. Two panels of raters (lower secondary teachers and test developers) were asked to rate student responses on 11 different items taken from the Norwegian national reading test in eighth grade. Consensus estimates and measurement estimates were combined with a qualitative analysis of difficult-to-score student responses. Based on findings about rater agreement, distribution of severity, and troublesome response characteristics, the article provides knowledge about both actual and possible levels of interrater reliability and discusses the use and development of open-ended reading test items.

Place, publisher, year, edition, pages
Universitetsforlaget AS, 2018
Keywords
Assessment, Constructed response, Interrater reliability, National tests, Reading
National Category
Pedagogical Work
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-69005 (URN)10.18261/issn.1891-5949-2018-02-03 (DOI)2-s2.0-85048856410 (Scopus ID)
Available from: 2018-09-05 Created: 2018-09-05 Last updated: 2019-02-28Bibliographically approved
Klette, K., Sahlström, F., Blikstad-Balas, M., Luoto, J., Tanner, M., Tengberg, M., . . . Slotte, A. (2018). Justice through participation: Student engagement in Nordic classrooms. Education Inquiry, 9(1), 57-77
Open this publication in new window or tab >>Justice through participation: Student engagement in Nordic classrooms
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2018 (English)In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 9, no 1, p. 57-77Article in journal (Refereed) Published
Abstract [en]

In this article, we approach large questions regarding justice and equality in the Nordic classrooms. A substantial body of previous research emphasises the importance of student engagement in teaching and learning. Drawing on video data from Norway, Sweden and Finland, we focus on whole-class teaching, i.e. situations in which the teacher addresses the class from the front of the classroom, to investigate justice trough participation. We have approached our topic through two concerns: student participation in classroom discourse and student engagement as providing access to content. Our findings seem to pose some serious challenges for the Nordic welfare society vision of classrooms as core societal hubs for justice and equality. While whole-class teaching is one of the primary tools available for attempting to achieve justice and equality for all, this interaction format seems to contain inherent constraints that do not support equitable student engagement. Further, the way the Nordic classrooms have responded so far to the massive digitisation in their societies seems to pose serious questions rather than provide comforting answers.

Place, publisher, year, edition, pages
Taylor & Francis, 2018
National Category
Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-66615 (URN)10.1080/20004508.2018.1428036 (DOI)
Available from: 2018-03-08 Created: 2018-03-08 Last updated: 2018-08-31Bibliographically approved
Roe, A. & Tengberg, M. (2018). Utvärdering av Läslyftet: Delrapport 8: Fyra moduler riktade till förskolan. Umeå: Umeå universitet
Open this publication in new window or tab >>Utvärdering av Läslyftet: Delrapport 8: Fyra moduler riktade till förskolan
2018 (Swedish)Report (Other academic)
Place, publisher, year, edition, pages
Umeå: Umeå universitet, 2018. p. 32
Series
Umeå Centre for Evaluation Research. Evaluation Report, October 2018.
National Category
Educational Sciences
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-71954 (URN)
Available from: 2019-05-03 Created: 2019-05-03 Last updated: 2019-05-06Bibliographically approved
Tengberg, M. (2018). Validation of sub-constructs in reading comprehension tests using teachers’ classification of cognitive targets. Language Assessment Quarterly, 15(2), 169-182
Open this publication in new window or tab >>Validation of sub-constructs in reading comprehension tests using teachers’ classification of cognitive targets
2018 (English)In: Language Assessment Quarterly, ISSN 1543-4303, Vol. 15, no 2, p. 169-182Article in journal (Refereed) Published
Abstract [en]

Reading comprehension is often treated as a multidimensional construct. In many reading tests, items are distributed over reading process categories to represent the subskills expected to constitute comprehension. This study explores (a) the extent to which specified subskills of reading comprehension tests are conceptually conceivable to teachers, who score and use national reading test results and (b) the extent to which teachers agree on how to locate and define item difficulty in terms of expected text comprehension. Eleven teachers of Swedish were asked to classify items from a national reading test in Sweden by process categories similar to the categories used in the PIRLS reading test. They were also asked to describe the type of comprehension necessary for solving the items. Findings of the study suggest that the reliability of item classification is limited and that teachers’ perception of item difficulty is diverse. Although the data set in the study is limited, the findings indicate, in line with recent validity theory, that the division of reading comprehension into subskills by cognitive process level will require further validity evidence and should be treated with caution. Implications for the interpretation of test scores and for test development are discussed.

Place, publisher, year, edition, pages
Routledge, 2018
National Category
Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-68392 (URN)10.1080/15434303.2018.1448820 (DOI)000435123300004 ()2-s2.0-85048700313 (Scopus ID)
Available from: 2018-07-04 Created: 2018-07-04 Last updated: 2019-05-23Bibliographically approved
Tengberg, M. & Skar, G. B. (2017). Hur tillförlitligt är det nationella provet i läsning i åk 9?. Utbildning och Demokrati, 26(2), 113-137
Open this publication in new window or tab >>Hur tillförlitligt är det nationella provet i läsning i åk 9?
2017 (Swedish)In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 26, no 2, p. 113-137Article in journal (Refereed) Published
Abstract [en]

This article reports from a study of reliability in the Swedish national reading test in ninth grade. Based on a representative sample of 500 students, the study investigates internal consistency and power to discriminate between different levels of reading ability. Data was analyzed using both classical test theory and Rasch modelling. Results from the study suggest that neither the subscales nor the whole scale of items included in the test reach desirable levels of internal consistency. Three out of four subscales include items with strikingly low degree of internal correlation (.23–.46). Furthermore, results from the Rasch analysis suggest that the test is capable of reliable separation between two groups of test-takers only: lower performing students and higher performing students. The empirical support for categorizing student performances into six separate grade levels is therefore questionable. Implications for future development of the national test of reading are discussed.

Place, publisher, year, edition, pages
Örebro: Örebro universitet, 2017
Keywords
construct validity, national test, Rasch analysis, reading, reliability
National Category
Educational Sciences Didactics General Language Studies and Linguistics
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-65464 (URN)
Available from: 2017-12-22 Created: 2017-12-22 Last updated: 2018-01-13Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-9375-9512

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