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  • 1. Ellvin, Madeleine
    et al.
    Tengberg, MichaelKarlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.Skar, Gustaf
    Svenskämnet i förändring?: Perspektiv på de nya kurs- och ämnesplanerna.2011Collection (editor) (Other academic)
  • 2.
    Kilbrink, Nina
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Bjurulf, Veronica
    Karlstad University, Faculty of Health, Science and Technology (starting 2013). Swedish National Agency for Education, Stockholm, Sweden.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Tengberg, Michael
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Experiences of Educational Content in Swedish Technical Vocational Education: Examples from the Energy and Industry programmes2014In: International Journal of Training Research, ISSN 1448-0220, Vol. 12, no 2, 122-131 p.Article in journal (Refereed)
    Abstract [en]

    In this study, teachers and workplace supervisors in two vocational programmes at a Swedish upper secondary school were interviewed about their experiences of what is important to teach and learn during vocational education. The interviews were analysed thematically by the qualitative method analysis of narratives concerning what the informants talked about concerning the educational content.

    The told experiences of educational content concern five themes: basic knowledge, assessment, different educations, interest and integration of theory and practice. These themes relates to different levels of knowledge, from basic knowledge to learning to learn.

    Read More: http://pubs.e-contentmanagement.com/doi/abs/10.5172/ijtr.2014.12.2.122

  • 3.
    Olin-Scheller, Christina
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Tengberg, Michael
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Att lära sig läsa mellan raderna.: En komparationsstudie av två olika undervisningsmodeller.2013In: Resor i tid och rum.: Festskrift till Margareta Petersson. / [ed] Årheim, A., Olausson, M., Forsgren, P. & Elleström, L., Göteborg/Stockholm: Makadam Förlag, 2013, 303-314 p.Chapter in book (Other academic)
  • 4.
    Olin-Scheller, Christina
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Tengberg, Michael
    Karlstad University, Faculty of Arts and Education, Department of Education.
    'If It Ain’t True, Then It’s Just a Book!': The reading and teaching of faction literature2012In: Journal of Research in Reading, ISSN 1467-9817, Vol. 35, no 2, 153-168 p.Article in journal (Refereed)
    Abstract [en]

    This article examines issues related to the reading and teaching of faction literaturein school. Faction is defined not only as a literary genre but also as a form of readingapplied to the reader. The article discusses young people’s encounters with novels‘based on a true story’ as well as the challenges this means for literature instruction.We also analyse the relationship between teachers’ approach to faction literature inthe classroom and syllabus formulations regarding appreciative forms of reading.The empirical material mainly consists of instances of teaching in the subject ofSwedish from three upper secondary school classrooms. Our analysis suggests threeareas in which the students’ reading of faction becomes complicated in the way thatthe text’s factual accuracy is often taken for granted. To meet these challenges areflective literature instruction is required. We also demonstrate that the idea ofliterature mainly as a source of knowledge of life is strongly advocated in thesyllabus.

  • 5.
    Olin-Scheller, Christina
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Tengberg, Michael
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Läsa mellan raderna2016 (ed. 1)Book (Other academic)
  • 6.
    Olin-Scheller, Christina
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Tengberg, Michael
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Teaching and learning critical literacy at secondary school: The Importance of Metacognition2017In: Language and Education, ISSN 0950-0782, E-ISSN 1747-7581, Vol. 31, no 5, 418-431 p.Article in journal (Refereed)
    Abstract [en]

    Taking Swedish secondary school students as a point of departure, this article focuses on aspects of teaching and learning critical literacy and specifically on what students identify as argumentative text structure. Challenges connected to teaching critical literacies can be considered quite big, since studies show that students have difficulties in identifying argumentative text structure and that teachers feel insecure about what kind of knowledge is required as well as how to organize teaching of critical literacies. By using Bernstein’s notions of horizontal and vertical discourses as well as Gee’s notions of primary and secondary Discourses, we describe the interaction between personal, informal discourses and the more formal, academic discourses in the teaching and learning of critical literacies. The empirical material contains of observations in two secondary school classrooms as well as written student material from a study focusing reading of argumentative texts. Our result shows that metacognition is a key component of reading instruction that supports the development of secondary Discourse and vertical discourse. Metacognition also facilitates a critical approach to different texts, and is an important aspect of critical literacies perspectives.

  • 7.
    Olin-Scheller, Christina
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Tengberg, Michael
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
    Lindholm, Anna
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
    Lässtrategier i rörelse: Att fördjupa elever läsförmåga2015In: Litteratur och läsning: Litteraturdidaktikens nya möjligheter / [ed] Maria Jönsson och Anders Öhman, Lund: Studentlitteratur , 2015, 129-149 p.Chapter in book (Other academic)
  • 8.
    Skar, Gustaf
    et al.
    Høgskolen i Sør-Trøndelag.
    Tengberg, MichaelKarlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Bedömning i svenskämnet: Årskurs 7-92015Collection (editor) (Other academic)
  • 9. Skar, Gustaf
    et al.
    Tengberg, MichaelKarlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Läsning!2013Collection (editor) (Other (popular science, discussion, etc.))
  • 10.
    Skar, Gustaf
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Tengberg, MichaelKarlstad University, Faculty of Arts and Education, Department of Education.
    Svenskämnet i går, i dag, i morgon: Svensklärarföreningen 100 år 1912-20122012Collection (editor) (Other (popular science, discussion, etc.))
  • 11.
    Tanner, Marie
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Tengberg, Michael
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Material texts as objects in interaction: Constraints and possibilities in relation to dialogic reading instruction.2017In: Nordic Journal of Literacy Research, E-ISSN 2464-1596, Vol. 3, 83-103 p.Article in journal (Refereed)
    Abstract [en]

    In this article we focus on the role of texts as material objects in the interaction between a teacher and her students in Swedish grade nine, working with critical reading of argumentative texts. With a Conversation Analysis approach, we investigate how texts are used as material objects in the organization of interaction between students and their teacher, as well as between students during group work. We also discuss what pedagogical implications the role of texts as material objects have for dialogicity in critical reading instruction. The result shows that texts as material objects are vital for the organization of interaction as they are used as resources in negotiating responsibility and primacy as well as for the distribution of turns between participants and to accomplish a representation of the answer to a reading task. A conclusion is that an intention to support dialogicity in reading instruction requires awareness of how dialogic and critical aspects of reading easily become subordinated to the aim of problem solving in classrooms as task work is organized around texts that are also material objects.

  • 12.
    Tanner, Marie
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Tengberg, Michael
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    The role of material texts in interaction when teaching critical reading to adolescents: Paper presented in the symposia " The Interplay of Textual and Interactional resources in Collective Reading and Writing Practices in Nordic Classrooms "2015Conference paper (Refereed)
    Abstract [en]

    The development of critical reading practices reflects a key component in an education for democratic citizenship, which also is addressed in recent curriculum reforms in Sweden as well as many other countries. This presentation is part of a larger study designed to improve proficiency in critical reading related to argumentative texts. The study concerns implementation of dialogic reading strategies in teaching Swedish as first language, planned in close cooperation between researchers and teachers (Olin-Scheller, Tengberg & Lindholm, 2015). In this presentation challenges in learning and instruction are further explored through close video-analysis of classroom interactions. We draw on social perspectives on literacy described within the New Literacy Studies (Barton, 2007; Street, 1984) and view teachers’ and students’ interactions around the texts as literacy events. Conversation analysis, CA, is used for close examination of the interactions. We especially focus on how participants use verbal language, bodily stance and texts as material structures to organize interaction (Goodwin 2000; 2007) and the organization of learning as social actions (Melander& Sahlström, 2009; Lee, 2010; Sahlström, 2011; Tanner, 2014). Eight lessons in year nine were documented with 2-3 video-cameras. Literacy events when students talk to each other or the teacher during seatwork in small groups has been selected and analyzed. Results show that the focused texts (print-, screen- and whiteboard texts) are used as problem solving devices which sometimes constrain the critical discussion that is intended. Besides for pedagogical purposes, the materiality of the texts, in different ways, also become resources to order and control the classroom arena.

  • 13.
    Tengberg, Michael
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Att bedöma läsförmåga: teoretiska utgångspunkter2015In: Bedömning i svenskämnet: Årskurs 7-9 / [ed] Gustaf Skar & Michael Tengberg, Stockholm: Natur och kultur, 2015, 87-108 p.Chapter in book (Other academic)
  • 14.
    Tengberg, Michael
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Att pröva elevers läsförmåga i årskurs nio.: En analys av uppgiftskonstruktioner i det nationella provet i svenska, delprov A Att läsa och förstå.2014In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, ISSN 1102-6472, Vol. 23, no 2, 109-132 p.Article in journal (Refereed)
    Abstract [en]

    Over the last decade, national tests have become increasinglyimportant to define educational quality. Testing procedures are moretime consuming and take a prominent role as instruments for control andgovernance. This development necessitates critical analyses of prevalenttest constructions and of test validity. The article reports from an analysisof test items and scoring guidelines in the national test of Swedish in 9th grade, focusing specifically on the measurement of literary comprehension.The analysis is based on tests used 2005–2012. Drawing on test theoryand reading process theory, findings indicate that the construct definitionof reading comprehension in these tests is deeply problematic and thatalternative test constructions should be considered.

  • 15.
    Tengberg, Michael
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Forms of reading in literature discussions2011In: De stralende lezer: Wetenschappelijk onderzoek naar de invloed van het lezen / [ed] Hakemulder, Frank, Delft: Eburon Academic Publishers, 2011, 286-312 p.Chapter in book (Refereed)
    Abstract [en]

    Studies of literature discussions typically take the attitude that educational effects and quality of student engagement and learning are best estimated through statistical measures of turn-taking, amounts of teacher vs. student talk, quantity of authentic teacher questions etc. Less often is the particular content of literary learning taken into consideration. This exploratory, qualitative study examines the specific perspectives on literary text, i.e. the forms of reading, which students are encouraged to adopt during such discussions. The data material consists of video recordings that were collected from authentic classroom discussions in ten classes in Swedish eighth and ninth grade (age 13-15 years). Six different categories are presented in the article. I argue that they offer vital characteristics as to some of the constraints and possibilities of literary learning afforded in literature discussions in school.

  • 16.
    Tengberg, Michael
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Förhandlingar om genus i skolans litteratursamtal: En interaktionsanalys.2009In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 14, no 3, 169-190 p.Article in journal (Refereed)
    Abstract [en]

    This study examines how gender is constructed in a student group discussion of a literary text. The paper aims to show how the students negotiate gender identities and the ways in which this negotiation is related to their stance toward the literary text. I also demonstrate how the text’s representations of masculinity and femininity are used by the students to position both themselves and each other. The study is based on the video recording of a short sequence in which eight students in eighth grade and their teacher discuss Mats Wahl’s novel Vinterviken. Their discussion raises the issue of masculinity and femininity, which leads to a tension between different gender positions in the group. The analysis highlights the interactional means by which the speakers attempt to authenticate their respective positions in relation to the norms of both gender and literature.

  • 17.
    Tengberg, Michael
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Gyllene ögonblick eller glanslösa vardagsverkligheter?: Om klassrumsforskning och samtal som arbetsform2011In: I språkandet blir kunskap till: Bidrag från CSL-dagen 2011 / [ed] Göransson, Anna-Lena, Karlstad: Centrum för språk- och litteraturdidaktik , 2011, 46-55 p.Chapter in book (Other (popular science, discussion, etc.))
  • 18.
    Tengberg, Michael
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Konsten att mäta konsten att läsa: Domänbeskrivningar och uppgiftsformat i det nationella provets läsförståelsedel2015In: Litteratur och läsning: Litteraturdidaktikens nya möjligheter / [ed] Maria Jönsson & Anders Öhman, Lund: Studentlitteratur AB, 2015, 107-127 p.Chapter in book (Other academic)
  • 19.
    Tengberg, Michael
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Konstruktion och bedömning av förmågan att läsa (och förstå) skönlitterär text.: Två nedslag i det nationella provets läsförståelsedel, åk 9.2014In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, ISSN 1653-1868, no 1, 79-97 p.Article in journal (Refereed)
    Abstract [en]

    This  article  discusses  the  validity  of  reading  comprehension  measurements  in  the  9th grade  national  assessments  of  Swedish.  It  argues  for  the  necessity  of  establishing  suitable   construct   definitions   of  reading   comprehension   before  any   valid   inferences   are  to   be   made   from  students’  test  results.   Theory   of  assessment  and  theory  of  literary  response  are  drawn  upon  in  order  to  analyze,  on  item  level,  the  way  in  which  good  reading   comprehension  is  repre-­‐sented  in  the  test.  The  results  demonstrate  two  different  types  of  shortcomings  related  first  of  all  to  inadequate  construct  definitions.  The  first  problem  is  the  narrow  perspective  from  which  acceptable  interpretations  in  student’s  literary  responses   are   defined.   The  second   problem   is  the   priority   given  to  quantitative   over   qualitative   facets   when   assessing   students’   constructed  responses.

  • 20.
    Tengberg, Michael
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Litteraturläsningens och läsundervisningens mål2011In: Svenskämnet i förändring?: Perspektiv på de nya kurs- och ämnesplanerna / [ed] Ellvin, Madeleine, Skar, Gustaf & Tengberg, Michael, Stockholm: Svensklärarföreningen , 2011, 56-67 p.Chapter in book (Other academic)
  • 21.
    Tengberg, Michael
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Litteratursamtal i grundskolan2008In: Didaktikens forum, ISSN 1652-2583, Vol. 5, no 3, 48-58 p.Article in journal (Refereed)
  • 22.
    Tengberg, Michael
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Läsarens känslor inte enbart privata.2012In: Svenskläraren, ISSN 0346-2412, Vol. 56, no 1, 32-37 p.Article in journal (Other (popular science, discussion, etc.))
  • 23.
    Tengberg, Michael
    Litteraturvetenskapliga institutionen, Göteborgs universitet.
    Läsarter och lässtrategier i skolans litteratursamtal: en pilotstudie2009In: Didaktisk Tidskrift, ISSN 1101-7686, Vol. 18, no 4, 355-375 p.Article in journal (Refereed)
    Abstract [sv]

    Artikeln avser att belysa och problematisera frågan om lärares och elevers interaktion i samtal om fiktionstexter under grundskolans senare år. Här diskuteras de möjligheter som samtalet erbjuder för att eleverna skall kunna vidga sina perspektiv på den lästa texten.

  • 24.
    Tengberg, Michael
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Läsarter som analysredskap: tunnelseende eller utblick?2010In: Tidskrift för litteraturvetenskap, ISSN 1104-0556, E-ISSN 2001-094X, Vol. 40, no 3-4, 81-89 p.Article in journal (Refereed)
    Abstract [en]

    This article discusses a current problem in the research of literary reading and of literature instruction.Which theoretical models are needed in order to describe and to understand the differentpractices of reading and teaching literature in school? The theoretical concept in focus is form ofreading (Swedish läsart), which points to the reader’s particular way of discerning the text. I beginby examining some of the consequences of a long-standing, almost habitual, application withinSwedish research on literature instruction of a single theoretical perspective on forms of reading.This perspective is taken from Louise Rosenblatt and involves the orientations of reading whichshe calls aesthetic and efferent reading. My initial discussion is thus bears upon the problemsgenerated by this kind of theoretical conformity.In order to broaden the range of theoretical terminology with which students’ reading and teachers’teaching might be analyzed my own initial idea was to suggest and apply empirically twodifferent perspectives on forms of reading, stemming from Michael Riffaterre and Marie-LaureRyan. However, since these models, like many others, are wrapped up in complex text theorieswith implied readers, whose interpretive operations have little resemblance with the interpretivestrategies expected from teenage readers in school, even this approach seemed less productive.What we need instead – and this is my main point –, when it comes to examining the differentforms of reading advocated in the classroom, is to theorize the practices of reading rather than toabide by already conventional understandings. By reference to the literary orientations in a shortsequence from a literature discussion in eighth grade I suggest the term meta-cognitive form ofreading.

  • 25.
    Tengberg, Michael
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Läsning, läsvanor och tolerans2007In: Svenskläraren, Vol. 51, no 3, 29-33 p.Article in journal (Other (popular science, discussion, etc.))
  • 26.
    Tengberg, Michael
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies. Research group on subject-specific education (ROSE).
    National reading tests in Denmark, Norway, and Sweden: A comparison of construct definitions, cognitive targets, and response formats2017In: Language Testing, ISSN 0265-5322, E-ISSN 1477-0946, Vol. 34, no 1, 83-100 p.Article in journal (Refereed)
    Abstract [en]

    Reading comprehension tests are often assumed to measure the same, or at least similar, constructs. Yet, reading is not a single but a multidimensional form of processing, which means that variations in terms of reading material and item design may emphasize one aspect of the construct at the cost of another. The educational systems in Denmark, Norway, and Sweden share a number of traits, and in the recent decade, the development of national test instruments, especially for reading, has been highly influenced by international surveys of student achievement. In this study, national tests of L1 reading comprehension in secondary school in the three Scandinavian countries are compared in order to reveal the present range of diversity/commonality within the three test domains. The analysis employs both qualitative and quantitative aspects of data, including frameworks, text samples, task samples, and scoring guidelines from 2011 to 2014. Findings indicate that the three tests differ substantially from each other, not only in terms of the intentional and operative constructs of reading to be measured, but also in terms of testing methods and stability over time. Implications for the future development of reading comprehension assessment are discussed.

  • 27.
    Tengberg, Michael
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Perspectives on learning in the study of literature discussions2007In: Kapet: Karlstads Pedagogiska Tidskrift, ISSN 1653-4743, Vol. 3, no 1, 113-124 p.Article in journal (Other academic)
  • 28.
    Tengberg, Michael
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Rätt mätt?2016In: Kapet, Vol. 12, no 1, 21-37 p.Article in journal (Refereed)
    Abstract [sv]

    Under det senaste decenniet har kunskapstest av olika slag fått en ökad betydelse i skolan och testresultat inverkar i allt högre grad på såväl pedagogiskt som ekonomiskt och politiskt beslutsfattande. Men tester, vars resultat får stora konsekvenser för elever och skolor, måste underställas höga krav på reliabilitet och validitet och bli föremål för kritiskt prövning både av vetenskapssamhället och av dem som använder testet. I den här artikeln diskuteras aspekter av reliabilitet och validitet i det svenska nationella läsprovet i årskurs nio. Till grund för diskussionen ligger analyser av provinnehåll, elevresultat och experimentella data där lärare fått klassificera provuppgifter utifrån innehållsliga kategorier. En slutsats från dessa analyser är att det nationella läsprovet dras med flera kvalitetsproblem som omfattar aspekter av både mätsäkerhet och innehållsvaliditet. Några förslag till utveckling av provsystemet diskuteras i slutet av artikeln.

  • 29.
    Tengberg, Michael
    Institutionen för litteratur, idéhistoria och religion, Göteborgs universitet.
    Samtalets möjligheter: Om litteratursamtal och litteraturreception i skolan2011Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The objective of this dissertation is literature discussion as a learning activity in school. The aim is to examine the conditions under which literature discussions may help students to develop their reception of a commonly read text, and to examine whether, and how, the discussions may provide the students with opportunities to learn more about, or to develop specific attitudes or perspectives towards, literary reading in general.

    A classroom study was conducted during the autumn of 2008 in two different schools, involving four teachers and ten classes in eighth and ninth grade. The data analyses are based upon video recordings of authentic classroom discussions, field notes, interviews with teachers and students, as well as written response statements from the students both before and after participating in the discussion. The students were divided into seventeen groups, and they all read and discussed the same text: “Över spåret” (“Across the track”), a short story written by Swedish author Majgull Axelsson.

                 The analyses combine theories of verbal interaction with theories of literary reception. Particular interest is devoted to 1) the organization and interactional patterns of the discussions, 2) the forms of reading towards which the students are being oriented, and 3) the dynamic exchange between individual and collective discernments and verbalizations of the text, as a response-inviting structure. Finally, I examine the students’ and the teachers’ own estimation of the educational value of discussing the text. The results suggest that the students are able to pinpoint a range of different perspectives through which their reception of the text has been enriched.

                 The conclusion, hence, is that literature discussions may accommodate some desirable educational potentials. These are summarized in the final chapter of the book. However, the study also discloses a number of conditions that need to be filled in order for these potentials to become both attainable and functional. These involve making room for students’ own questions, monitoring and facilitating a flux of different forms of reading, and for students to recognize each others’ comments and thoughts as relevant sources of new knowledge. These insights have theoretical and practical consequences both for the teaching of literature and for research on literature education.

  • 30.
    Tengberg, Michael
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Vad är väl en genrepedagogik?2012In: Svenskläraren, ISSN 0346-2412, Vol. 56, no 4, 5-5 p.Article in journal (Other (popular science, discussion, etc.))
  • 31.
    Tengberg, Michael
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education.
    Borgström, Eric
    Lötmarker, Lena
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies.
    Sandlund, Erica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education.
    Skar, Gustaf B.
    Sundqvist, Pia
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies.
    Walkert, Michael
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Wikberg, Kristina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies.
    Likvärdig bedömning av elevers språkförmågor: Preliminära resultat från ett ämnesdidaktiskt forskningsprojekt2017Other (Other (popular science, discussion, etc.))
  • 32.
    Tengberg, Michael
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Developing critical reading of argumentative text: Effects of a comprehension strategy intervention2016In: Journal of Language Teaching and Learning (JLTR), ISSN 2146-1732, Vol. 7, no 4, 635-645 p.Article in journal (Refereed)
  • 33.
    Tengberg, Michael
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Improving Reading and Interpretation in Seventh Grade: A Comparative Study of the Effects of Two Different Models for Reading Instruction2013In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 4, no 4Article in journal (Refereed)
    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.

  • 34.
    Tengberg, Michael
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Interventionsforskning om läsning och läsundervisning.2013In: Tionde nationella konferensen i svenska med didaktisk inriktning.: Genre / [ed] Chrystal, J-A & Lim Falk, M., Stockholm: Stockholms universitet. , 2013, 159-168 p.Chapter in book (Refereed)
  • 35.
    Tengberg, Michael
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Olin-Scheller, ChristinaKarlstad University, Faculty of Arts and Education, Department of Education.
    Svensk forskning om läsning och läsundervisning2015Collection (editor) (Other academic)
  • 36.
    Tengberg, Michael
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Lindholm, Anna
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Improving Students’ Narrative Comprehension through a Multiple Strategy Approach: Effects of Dialogic Strategy Instruction in Secondary School2015In: L1-Educational Studies in Language and Literature, ISSN 1567-6617, E-ISSN 1573-1731, Vol. 15, 1Article in journal (Refereed)
    Abstract [en]

    This article reports on an intervention study using a multiple strategy approach – called Dialogic Strategy Instruction (DSI) – to improve seventh grade students’ narrative comprehension in terms of students’ ability to generate inferences and develop interpretations of characters and events. DSI combines strat-egy instruction with dialogical principles for classroom discussion and response writing. After a 13-week intervention period, students in the intervention condition demonstrated significant improvement in generating inferences and interpretations compared to pre-test results. However, the average effect was small and the improvement was not significantly different relative to controls. An analysis of stu-dents with low pre-test scores showed that the intervention group had made significant and strong improvement relative to controls. Results for middle and high achievers were non-significant in this respect. Therefore, although DSI appears valuable for low achievers, results indicate that the instruc-tional principles implemented may not offer instructional support for all children. Possible reasons for the absence of a general effect are discussed and directions for future research are suggested.

  • 37.
    Tengberg, Michael
    et al.
    Karlstad University. Research group on subject-specific education (ROSE).
    Skar, Gustaf B
    Norges teknisk-naturvitenskaplige universitet.
    Samstämmighet i lärares bedömning av nationella prov i läsförståelse2016In: Nordic Journal of Literacy Research, ISSN 2464-1596, Vol. 2, 1-18 p.Article in journal (Refereed)
    Abstract [sv]

    Tillförlitlighet i bedömning är en avgörande komponent i varje testprogram där testtagares resultat bygger på bedömares tolkningar utifrån en bedömningsskala eller en bedömningsguide. Utförliga svar på öppna uppgifter bedöms exempelvis sällan som antingen ”rätt” eller ”fel”. Istället tillämpas skalan eller bedömningsguiden för att fastställa i vilken utsträckning svaret uppvisar den efterfrågade kompetensen. I den här artikeln redovisas resultat från en studie av bedömarreliabilitet på öppna uppgifter i det nationella provets svenska läsförståelsedel i årskurs nio.

    För att undersöka i vilken mån provsystemet skapar förutsättningar för god bedömarreliabilitet har sex lärare fått bedöma tre elevers lösningar av 14 öppna uppgifter, totalt 252 bedömningar. Analyserna innefattar konsensusestimat (procentuell samstämmighet och Cohens kappa) och konsistensestimat (ICC). Dessutom har kvalitativa analyser genomförts på uppgiftsnivå för att visa på aspekter i uppgiftskonstruktionen som kan ligga till grund för låg bedömarreliabilitet.

    Resultaten från studien visar på moderata nivåer av bedömarreliabilitet, både ifråga om kappavärden (.73) och ICC (.82), vilket motsvarar en variation mellan bedömningarna som får stora konsekvenser för elevernas slutgiltiga provresultat. I artikeln diskuterar vi resultatens implikationer för rättvis bedömning av elevers läsförmåga i Sverige. Vi för också ett resonemang om olika sätt att stärka bedömarreliabiliteten det nationella provet i läsförståelse.

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