Literaturnachweis - Detailanzeige
| Autor/in | Persson, Ulla-Britt |
|---|---|
| Institution | West Haven Board of Education, CT. |
| Titel | A Comment on the Good IEA Reading Results of Swedish Elementary School Students. |
| Quelle | (1995), (5 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; Correlation; Elementary Education; Foreign Countries; Reading Achievement; Reading Attitudes; Reading Instruction; Reading Skills; Recreational Reading; Teacher Behavior; Sweden |
| Abstract | Even though Swedish students (age 9 and 14 years) placed third in the recent IEA study, reading instruction in Swedish schools is apparently no better than in other countries taking part in the IEA study. No strong correlations between type of reading instruction and students' reading skills have been found. Schools in Nordic countries work under favorable conditions--high teacher-student ratios, well-educated teachers, and a rich supply of instructional and other materials. Also, by tradition, reading is a highly valued skill in Swedish society. Very few homes in Sweden have no books at all. The emphasis on "family literacy" has contributed to parents' increased awareness of the importance of reading in the home. Students in grade 6 spend about 9 hours a week reading, in grade 9 about 8 hours a week. Children are the most frequent library visitors in Sweden. Political decisions to facilitate the opening of private schools (uncommon until recently) and freedom of choice as regards what school parents want their children to attend has led to segregation, particularly in big cities. Favorable conditions have an impact on students' reading achievement, as perhaps do other teacher variables. (Contains 12 references.) (RS) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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