"It Was Difficult. And a Little Bit Boring." Swedish Middle School Students' Reception of Narrative Texts

Autor/in	Johansson, Maritha
Titel	"It Was Difficult. And a Little Bit Boring." Swedish Middle School Students' Reception of Narrative Texts
Quelle	In: Scandinavian Journal of Educational Research, 67 (2023) 5, S.695-708 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Johansson, Maritha)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2022.2042848
Schlagwörter	Foreign Countries; Middle School Students; Reading Comprehension; Writing Assignments; Protocol Analysis; Literature Appreciation; Reading Instruction; Oral Interpretation; Text Structure; Fiction; Reading Skills; Inferences; Sweden + Suchen Sie Ihr Suchwort? Ausland; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Leseverstehen; Literarische Wertung; Leseunterricht; Oral language; Mündlicher Sprachgebrauch; Textstruktur; Fiktion; Reading skill; Lesefertigkeit; Inference; Inferenz; Schweden
Abstract	This study explores literature reading and reception of narrative texts among Swedish middle school students. Through a written assignment and a think-aloud protocol, students' comprehension and interpretation of narrative texts are investigated. The study shows that Swedish middle school students tend to focus mainly on the plot. The main comprehension hindrance is at the lexical level, but cultural aspects, such as general knowledge of the surrounding world, are also crucial. The students also tend to have difficulties interpreting the gaps in the text and making meaning from the implicit. However, the students are also capable of interpretations and conclusions that go beyond the text. The study suggests that literature teaching in middle school should strive to activate both syntagmatic and paradigmatic thinking [Bruner, J. (1986). "Actual minds, possible words." Harvard University Press] to help students to a better comprehension of the literary text, but that the syntagmatic reading should be emphasised to encourage the joy of reading. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01