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  • 1.
    Hallesson, Yvonne
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Scandinavian Languages. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    En dag med skriftanvändning på gymnasieskolans Hantverksprogram: En fallstudie om skriftbruk2017Conference paper (Refereed)
  • 2.
    Hallesson, Yvonne
    Stockholms universitet, Institutionen för språkdidaktik.
    Högpresterande gymnasieelevers läskompetenser2011Licentiate thesis, monograph (Other academic)
    Abstract [en]

    Recent international surveys reveal a decline in reading performance among Swedish students during the past decade. In the light of these results, this thesis describes the reading literacy of a class of high-performing students in the Swedish upper secondary school, in order to discern characteristics of successful readers. More specifically, the aim is to describe these students’ reading literacy in terms of their reading habits, approaches to texts, reading strategies, as well as reading positions.

    The study is framed within a socio-cultural perspective and is based on qualitative methods such as case studies, classroom observations and a group discussion, in combination with a partly quantitative survey. A methodological contribution to the research field is the attempt to develop a method for analyzing students’ reading positions, mainly based on the concept of text movability, as used by af Geijerstam, Liberg et al. The results reveal a deep reading position towards non-fiction texts among a majority of these high-performing students. In comparison with students who adopt a surface-oriented position, these students tend to show greater textual awareness and interactive text movability, and seem to use a wider repertoire of reading strategies in order to attain reading success.

    This study identifies the most prominent features of high-performing students as their textual awareness, i.e. an ability to comment on content, form, function and potential readers of texts, genre awareness, i.e. an ability to identify various text genres, and metacognitive awareness, i.e. knowing what strategies to use and when to use them. These features can be related to the students’ descriptions of their reading habits which imply that they read a great variety of texts, including both fiction and non-fiction. Most of these students report that they read daily and of their own accord. Having broad textual experience helps when it comes to reading texts in specialized domains that require inferencing and/or field knowledge. There also appears to be a match between the literacy supported in school and the literacy sustained in the students’ home environment.

    The pedagogical implications are the need for continuous work with students’ reading development and reading strategies, making students aware of different text genres and their specific features, and the importance for students to be challenged in their reading, but naturally in combination with appropriate scaffolding methods.

  • 3.
    Hallesson, Yvonne
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Reading and talking about texts in History: Collaborative discussions as a scaffold for disciplinary reading2016Conference paper (Refereed)
  • 4.
    Hallesson, Yvonne
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Scandinavian Languages.
    Skriftkompetenser för lärande på gymnasiets El- och energiprogram: En etnografisk fallstudie om skriftbruk2018Conference paper (Refereed)
  • 5.
    Hallesson, Yvonne
    Stockholms universitet, Institutionen för språkdidaktik.
    Textsamtal som lässtöttande aktivitet: Fallstudier om textsamtals möjligheter och begränsningar i gymnasieskolans historieundervisning2015Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis investigates how various text-talks, i.e. text-focused classroom discussions, may scaffold students’ reading of specialised texts in upper secondary school. The study consists of qualitative case studies based on classroom observations of two teachers’ History instruction, focusing on parts defined as text-talks. An intervention study was conducted where one teacher worked with two text-talk approaches. The research questions regard how students move in relation to the text in the text-talks and how text content is incorporated, what scaffolding structures emerge, and whether and how the text-talks differ. A secondary aim is to generate theories concerning the potentials and limitations of text-talk as a reading scaffold.

    Analyses were done in terms of text movability to show reading positions, intertextual cohesion to show relations between source text and text-talk, and scaffolding which includes peer scaffolding, teacher scaffolding and the text-talks as a scaffold per se. A methodological contribution is the development of a model for content-based analyses of authentic text-talks.

    The results show that in text-talks that work as a scaffold, students take the expected positions toward the text, and the talks are clearly related to the source text, by means of lexical and conjunctive cohesion that is often varied and built-out. For more demanding texts, the students show dynamic text movability and move between exploring contents, subject field and context. Other characteristics are either peer scaffolding showing dialogicity and negotiation of meaning, or teacher scaffolding enabling students to progress and develop tools for text reception. The intervention approaches seem to scaffold reading to a greater extent than text-talks within ordinary instruction where the framing is weak.

    In conclusion, the results suggest that both student- and teacher-led text-talks may scaffold reading, but they need to be well planned and prepared with a structured framing.

  • 6.
    Hallesson, Yvonne
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Scandinavian Languages.
    Två dagar i en klass: En fallstudie om gymnasieelevers textvärldar2018Conference paper (Refereed)
  • 7.
    Hallesson, Yvonne
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Visén, Pia
    Från skriftlig till muntlig text – : att synliggöra intertextuella samband genom kohesionsanalyser2016Conference paper (Refereed)
  • 8.
    Hallesson, Yvonne
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Scandinavian Languages. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Visén, Pia
    ICA –: ett SFL-baserat analysverktyg med didaktisk relevans2017Conference paper (Refereed)
  • 9.
    Hallesson, Yvonne
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Visén, Pia
    Voxnadalen Upper Secondary School, Edsbyn, Sweden.
    Intertextual content analysis: An approach for analysing text-related discussions with regard to movability in reading and how text content is handled2018In: International Journal of Research & Method in Education, ISSN 1743-727X, Vol. 41, no 2, p. 142-155Article in journal (Refereed)
    Abstract [en]

    Reading and discussing texts as a means for learning subject content are regular features within educational contexts. This paper presents an approach for intertextual content analysis (ICA) of such text-related discussions revealing what the participants make of the text. Thus, in contrast to many other approaches for analysing conversation that focus essentially on the interaction per se, ICA takes the text as its starting point. Drawing on the concept of text movability and systemic-functional cohesion analyses, the approach combines a reader’s perspective and a text perspective to show the participants’ reception of the text, and also what and how text content is brought into the conversation and how it is handled. In the paper, ICA is described with regard to its theoretical underpinnings, usage and utility. It is suggested that the approach provides educational researchers with an analytical tool that allows detailed ICAs of text-related classroom discussion. Findings may ultimately lead to pedagogical implications with a bearing on classroom practice.

  • 10.
    Hallesson, Yvonne
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Visén, Pia
    Linnéuniversitetet.
    Textkulturer i samhällsorienterande ämnen i årskurs 5 och på gymnasiet2017In: Tolfte nationella konferensen i Svenska med didaktisk inriktning, Karlstad, 24-25 november, 2016: Textkulturer / [ed] Birgitta Ljung Egeland, Christina Olin Scheller, Marie Tanner, Michael Tengberg, Karlstad, 2017, p. 195-216Conference paper (Refereed)
  • 11.
    Hallesson, Yvonne
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Visén, Pia
    Text-talks as a means to scaffold disciplinary reading literacy in secondary education2015In: Current Issues in Reading, Writing and Visual Literacy: Research and Practice / [ed] Christina Gitsaki, Melanie Gobert, Helene Demirci, Newcastle upon Tyne: Cambridge Scholars Publishing, 2015, p. 86-101Chapter in book (Refereed)
  • 12.
    Hallesson, Yvonne
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Visén, Pia
    Ovanåkers kommun, Edsbyn.
    Folkeryd, Jenny W.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    af Geijerstam, Åsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Reading to learn pedagogy and students' disciplinary reading: An example from social science subjects in years 5 and 122016Conference paper (Refereed)
  • 13.
    Hallesson, Yvonne
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Visén, Pia
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Folkeryd, Jenny Wiksten
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    af Geijerstam, Åsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Four classrooms – four approaches to reading: Examples of disciplinary reading in social science subjects in years five and twelve2018In: L1-Educational Studies in Language and Literature, ISSN 1567-6617, E-ISSN 1573-1731, Vol. 18, p. 1-29Article in journal (Refereed)
    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.

  • 14.
    Liberg, Caroline
    et al.
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    af Geijerstam, Åsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Wiksten Folkeryd, Jenny
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Bremholm, Jespser
    Hallesson, Yvonne
    Holtz, Britt Maria
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Textrörlighet - ett begrepp i rörelse.2012In: Skriv! Les! 1 / [ed] Synnøve Matre och Atle Skaftun, Trondheim: Akademika forlag, 2012, p. 65-81Conference paper (Refereed)
1 - 14 of 14
CiteExportLink to result list
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  • ieee
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  • de-DE
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  • fi-FI
  • nn-NO
  • nn-NB
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  • text
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