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Four classrooms – four approaches to reading: Examples of disciplinary reading in social science subjects in years five and twelve
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.ORCID iD: 0000-0001-9620-7548
Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.ORCID iD: 0000-0003-2962-803X
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.ORCID iD: 0000-0001-9878-199X
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.ORCID iD: 0000-0002-7186-5381
2018 (English)In: L1-Educational Studies in Language and Literature, ISSN 1567-6617, E-ISSN 1573-1731, Vol. 18, p. 1-29Article in journal (Refereed) Published
Abstract [en]

In this paper, we aim to explore and exemplify what opportunities to develop disciplinary reading literacy students are given access to in particular types of classroom reading environments in social science subjects. The investigation focuses on how the teacher organizes activities around reading, on what content is approached in text-related discussions and on whose perspectives are allowed space in the classroom discourse. The empirical data consists of classroom observations from two classes in year five and two classes in the Swedish upper secondary school, using different approaches to teaching reading, one being Reading to Learn. With a theoretical base in systemic functional linguistics (SFL), dialogism and reception theory, the classroom discourse was analysed in terms of sequential reading stages, text movability and dialogicality. The findings reveal how differently organized reading environments provide different support structures for students’ disciplinary reading. For example, the findings indicate that text activities that support the reading process in several stages bring about a larger potential for the development of reading literacy. However, the picture changes depending on to what extent students are given room to express their reception of the text, and thereby contribute to an active understanding of text in a dialogical classroom.

Place, publisher, year, edition, pages
2018. Vol. 18, p. 1-29
Keywords [en]
Disciplinary literacy, Reading approaches, Reading development, Reading to Learn, Social science subjects
National Category
Pedagogy Specific Languages
Research subject
Education
Identifiers
URN: urn:nbn:se:uu:diva-355442DOI: 10.17239/L1ESLL-2018.18.01.06OAI: oai:DiVA.org:uu-355442DiVA, id: diva2:1229017
Available from: 2018-06-29 Created: 2018-06-29 Last updated: 2018-10-03Bibliographically approved

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Hallesson, YvonneFolkeryd, Jenny Wikstenaf Geijerstam, Åsa

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