Reading in Language Introductory Program Classrooms in Sweden
Bibliographic Data
| ID | 5901238 |
|---|---|
| Authors | Erika Bomström Aho (0000-0002-4757-7363, Dalarna University, corresponding author) |
| Year | 2022 |
| Volume | 7 |
| Issue | 1 |
| Pages | 36 |
| Publication date | 2022-02-14 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Languages (JOURNAL) |
| Journal identifiers | ISSN: 2226-471X • E-ISSN: 2226-471X |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/languages7010036 |
| OpenAlex | W4213195862 |
| Language | EN |
| References cited | 24 |
The ability to read is important for studies, work and social life, and therefore, reading needs to be central in all school subjects. The purpose of this article is to shed light on the factors that either facilitate or limit second-language students in a transitional program at an upper secondary school in Sweden in terms of their reading and reading comprehension skills. Observations of teacher-initiated reading practices and interviews with teachers about reading and texts, which were analyzed using Bernhardt's compensatory model for second-language reading, show that all teachers highlight the importance of reading and the fact that reading in the subject they teach can help students to become competent readers of Swedish texts. Despite this, the amount of reading and processing of texts varies-in some classes, students do not read at all, and in other classes, they read a great deal. The only teacher who seems both to include the processing of texts and to choose texts that interest students is the teacher of Swedish as a Second Language (SSL
Comprehension · Linguistics · Mathematics education · Pedagogy · Reading (process · Reading comprehension · Subject (documents · World Wide Web · Computer Science · Psychology · Reading and Literacy Development · Second Language Acquisition and Learning · Second Language Learning and Teaching
Progress and Procrastination in Second Language Reading
Learning Vocabulary in Another Language
The Language of Schooling
Incidental vocabulary acquisition in a second language
Interpreting Relationships between L1 and L2 Reading
Writing practices of recently immigrated adolescent emergent writers
What Is Disciplinary Literacy and Why Does It Matter
Prosody, Pacing, and Situational Fluency (or Why Fluency Matters for Older Readers)
Vocabulary acquisition
Toward an Interactive-Compensatory Model of Individual Differences in the Development of Reading Fluency
Reading and Language Learning
L2 Reading Comprehension and Its Correlates
| Highly cited | No |
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