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Improving Reading and Interpretation in Seventh Grade: A Comparative Study of the Effects of Two Different Models for Reading Instruction
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies. (Centrum för språk- och litteraturdidaktik)ORCID iD: 0000-0002-9375-9512
Karlstad University, Faculty of Arts and Education, Department of Education. (CSL)ORCID iD: 0000-0002-2872-4102
2013 (English)In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 4, no 4Article in journal (Refereed) Published
Abstract [en]

This article investigates the potentials for developing advanced reading and interpretative skills in Swedish secondary school. During six weeks four separate study groups in seventh grade participated in an intervention study. The purpose was to gather more knowledge of how different teaching strategies affect students’ development of advanced reading skills. Data was collected from written assignments and from an experiential questionnaire. The study attempts to provide an empirical corroboration of previously theoretically founded propositions. Findings indicate that the choice of teaching strategy plays a significant role to students’ learning. However, in order to make normative judgments on one teaching model’s advantage over the other, further evidence is necessary. Moreover, to study the implementation and the effects of instructional change is a challenging field of research, which requires an array of sophisticated methods that combine qualitative and quantitative analyses.

Place, publisher, year, edition, pages
Umeå: Umeå School of Education, Umeå universitet , 2013. Vol. 4, no 4
Keyword [en]
reading instruction; intervention study; interpretation; comprehension strategies; dialogue
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Research subject
Educational Work
URN: urn:nbn:se:kau:diva-26813DOI: 10.3402/edui.v4i4.23221OAI: diva2:613939
Läsa mellan raderna. Att undervisa om och utveckla avancerad läsförmåga i skolan.
Swedish Research Council, 2011-5540
Available from: 2013-04-02 Created: 2013-04-02 Last updated: 2015-12-29Bibliographically approved

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Tengberg, MichaelOlin-Scheller, Christina
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