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Good Reading Environments for Individual Reading Development
Mid Sweden University, Faculty of Human Sciences, Department of Education.ORCID iD: 0000-0001-9182-6403
Mid Sweden University, Faculty of Human Sciences, Department of Education.
2013 (English)In: Good Reading Environments for Individual Reading Development / [ed] Boström, L., Augustsson, G., Evans, C., Charlesworth, Z. & Cool, E., Brno: Tribun, EU , 2013Conference paper, Published paper (Refereed)
Abstract [en]

The reading ability among today’s children and youth is highly discussed both nationally and internationally. The results for Swedish students, in both PIRLS and PISA, show a decrease in reading ability. There are different explanations to the decrease, for example deficiency in teaching and a reduction in the use of reading strategies. While a lot of research is being devoted to reading development, there is a lack on research showing overall constructive ways to build and maintain favorable reading environments for each individual. Our aim with this paper is to discuss what will work on an individual basis. Our research question is: Which are the key-factors that create good reading environments and maintain a sustainable reading interest on an individual level? The overall purpose of this paper is therefore to explore the field of research on early reading, with a special focus on good reading environments, individual conditions, reading styles and teaching strategies. The aim is to identify how good reading environments can be developed through children’s individual reading styles and strategies, and teacher’s awareness of teaching strategies that create an optimal platform for lifelong reading.   This paper is a conceptual paper in which a theoretical framework built on international empirical research was identified, by connecting and systematizing different parts of reading, learning and teaching.  This area is complex and complicated because it involves interactions and different learning and teaching perspectives. In this paper we present research showing that teaching reading based on individual reading styles and strategies is an effective way to ensure children’s´ achievement, interest, self-confidence, and motivation. Children’s awareness of reading strategies supported by favorable reading environments influence meta-cognition and also the ability and interest to become a skilled reader. It is also clear that teachers’ pedagogical knowledge is of great importance as well as their ability to use a variety of teaching strategies to meet the needs of every individual. This paper provides useful information unraveling concepts, methods and effects which can aid children, parents, teachers and researchers in understanding, evaluating and monitoring reading, thus having practical implications for promoting lifelong reading.

Place, publisher, year, edition, pages
Brno: Tribun, EU , 2013.
Keyword [en]
learning environments, learning strategies, reading, reading styles, self-image, teaching strategies
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Identifiers
URN: urn:nbn:se:miun:diva-19657OAI: oai:DiVA.org:miun-19657DiVA: diva2:638294
Conference
18 International ELSIN- conference. Building Learning Capacity for Life
Available from: 2013-07-29 Created: 2013-07-29 Last updated: 2016-09-29Bibliographically approved

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CiteExportLink to record
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Cite
Citation style
  • apa
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  • vancouver
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Language
  • de-DE
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