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VERSITET
JAN MEJDING OG LOUISE RØNBERGAARHUS UNIVERSITY, DEPARTMENT OF EDUCATION (DPU)
AARHUSUNIVERSITET 20TH MAY 2014
UNI
MATERIALS AND APPROACHES IN FOURTH GRADE READING INSTRUCTION
AARHUSUNIVERSITET
JAN MEJDING LOUISE RØNBERG20TH MAY 2014
WHAT ARE THE «HEADINGS» FOR GRADE 4 READING IN THE NORDIC COUNTRIES’ DOCUMENTS?
3
Denmark: Written language – readingNorway: Written communicationSweden: Reading and WritingFinland: Skills in interpreting and utilising various texts + text comprehension
AARHUSUNIVERSITET
JAN MEJDING LOUISE RØNBERG20TH MAY 2014
OBJECTIVES FOR READING IN THE NORDIC COUNTRIES - SUMMARISED:
4
Denmark: Read age-appropriate literary, informational, and digital texts with good comprehension-Express an understanding of what is read orally and in writing-Conscious monitoring of their understanding
Norway: Read texts in different genres with coherence and understanding.- Make reflections and talk about texts.
AARHUSUNIVERSITET
JAN MEJDING LOUISE RØNBERG20TH MAY 2014
OBJECTIVES FOR READING IN THE NORDIC COUNTRIES – SUMMARISED:
5
Sweden (end of grade 3) : Read well known and age-appropriate texts with fluency.
-Show basic comprehension through his or her commenting and summarising of main content.
Furthermore, a wide array of literary and informational text types are mentioned as core content.
AARHUSUNIVERSITET
JAN MEJDING LOUISE RØNBERG20TH MAY 2014
OBJECTIVES FOR READING IN THE NORDIC COUNTRIES – SUMMARISED:
6
Finland: Learn to read various texts fluently and become accustomed to observing and evaluating themselves as readersText comprehension specified as: - Anticipating the content and structure of texts. - Distinguishing main issues from secondary ones, summarising, using headings, posing questions, taking notes, drawing conclusions and evaluating things read.
AARHUSUNIVERSITET
JAN MEJDING LOUISE RØNBERG20TH MAY 2014
ANALYSES OF THE NORDIC TEACHERS’ RESPONSES ABOUT READING INSTRUCTION IN GRADE 41) Literary and nonfiction (informational) text types during instruction
2) Activities during reading instruction - fluency activities: Oral and silent reading - comprehension activities
3) Emphasis on formative assessment
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AARHUSUNIVERSITET
JAN MEJDING LOUISE RØNBERG20TH MAY 2014
READING ACTIVITIES:ORAL AND SILENT READING IN CLASS
10
Teacher reads
aloud every day
or almost
Students read
aloud every day
or almost
Students read
silently every day
or almost
Denmark 19 % 21 % 60 %
Finland 32 % 68 % 62 %
Norway 4th 68 % 50 % 70 %
Norway 5th 65% 62% 65%
Sweden 63 % 24 % 77 %
AARHUSUNIVERSITET
JAN MEJDING LOUISE RØNBERG20TH MAY 2014
BASIC COMPREHENSION ACTIVITIESWEEKLY
11
International Avg.
Nordic Avg
81
66
70
43
96
92
95
86
95
85
Percent of Students Whose Teachers Ask Them to Do the Following At Least Weekly
Locate Information
Within the Text
Identify the Main Ideas
of What They Have
Read
Explain or Support Their Understanding of What They Have Read
Compare What They Have Read
with Experiences
They Have Had
Compare What They Have Read with Other
Things They Have Read
AARHUSUNIVERSITET
JAN MEJDING LOUISE RØNBERG20TH MAY 2014
12
International Avg.
Nordic Avg
63
20
74
39
80
57
66
27
Percent of Students Whose Teachers Ask Them to Do the Following At Least Weekly
Make P redictions about What Will Happen
Next in the Text
Make Generalizations
and Draw Inferences
Describe the Style or
Structure of the Text
Determine the Author’s
P erspective or Intention
MORE ADVANCED COMPREHENSION ACTIVIES WEEKLY
AARHUSUNIVERSITET
JAN MEJDING LOUISE RØNBERG20TH MAY 2014
13
TEACHERS ON HOW MUCH EMPHASIS THEY PLACE ON DIFFERENT KINDS OF FORMATIVE ASSESSMENT
AARHUSUNIVERSITET
JAN MEJDING LOUISE RØNBERG20TH MAY 2014
SUMMING UP – OBJECTIVES AND DEFINITIONS OF READING
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- Objectives vary from very broad outlines in Norway to more specific and clear goals in Finland.
- Finland tends to have the most research-based objectives and core content for reading instruction.
AARHUSUNIVERSITET
JAN MEJDING LOUISE RØNBERG20TH MAY 2014
SUMMING UP - TEXT TYPES›On a daily basis, the reading of fiction is used more in Denmark, Norway, and Sweden than in Finland.
›Swedish teachers use longer fiction books more often than the other Nordic teachers.
›Informational reading is less prioritised by Danish teachers compared to the other Nordic teachers.
15
AARHUSUNIVERSITET
JAN MEJDING LOUISE RØNBERG20TH MAY 2014
16
SUMMING UP – READING ACTIVITIES›Less than 25 % of teachers in Sweden + Denmark have their students read aloud in class. This points to a lack of evaluation of reading fluency. This may impede the teacher’s ability to support student development
›All Nordic teachers seem to give a lower priority to advanced comprehension activities during reading instruction compared to the international standard.
AARHUSUNIVERSITET
JAN MEJDING LOUISE RØNBERG20TH MAY 2014
SUMMING UP – FORMATIVE ASSESSMENT-Formative assessment include daily informal observations, teacher developed classroom-tests and national testing
-Danish 4th grade teachers seem to put less emphasis on formative evaluation than their Nordic colleagues.
-Finnish and Norwegian teachers put major emphasis on both on-going evaluation and class-room tests
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AARHUSUNIVERSITET
JAN MEJDING LOUISE RØNBERG20TH MAY 2014
CONCLUSION AND POLICY POINTS-National objectives must correspond with empirical research on reading development.
-Reading comprehension is not a general ability. Students need experience with a variety of text types. Each specific subject area needs to work with students’ reading comprehension by teaching text structure, vocabulary, and comprehension strategies.
- Formative observations and assessments of students’ progress are necessary as a means to monitor learning and adjust teaching strategies.18