Astrid Roe – författare

Bra läskompetens är en viktig förutsättning för lärande. Läsning är emellertid inte en färdighet som man tillägnar sig en gång för alla, utan det är något som kräver kontinuerligt arbete. Det mesta av det vi i dag vet om god läsförståelse och bra läsundervisning grundar sig på forsknings- och utvecklingsarbete som pågått de senaste 50 åren. Samtidigt visar nationella och internationella tester att läsundervisningen i den svenska skolan måste förbättras.I kölvattnet av PISA-tester och nationella läsprov har det blivit tydligt hur viktigt det är att arbeta systematiskt med läsundervisning även efter det att barnen har knäckt den första läskoden. I den här boken presenterar författaren teorier och begrepp om läsning och läskompetens, men ger även konkreta råd om hur lärare kan arbeta konstruktivt med att utveckla elevers läsförståelse i den egna undervisningspraktiken. Författaren behandlar också textbegreppet, lässtrategier, betydelsen av tidigare kunskaper och erfarenheter, motivation, metakognition samt bedömning av läsning med hjälp av olika slags läsprov.

”Läsdidaktik kombinerar gedigna teoretiska insikter med handfasta konkreta råd och är en alldeles ovanligt användbar bok för lärare och andra i nära kontakt med barn och ungdomar som behöver stöd i sin läsutveckling.” - Karin Taube, bokens fackgranskare och professor emerita, Umeå universitet

Astrid Roe är forskare vid Institutet för lärarutbildning och skolforskning (ILS) vid Universitetet i Oslo. Sedan 1998 har hon arbetat med delen för läsning i PISA och har särskilt studerat norska elevers läskompetens och läsvanor.

Översättare: Birgitta Önnerfält

 

This book explores teaching and learning in lower secondary classrooms in the three PISA domains science, mathematics and reading. Based on extensive video documentation from science, math and reading classrooms in Norwegian secondary schooling, it analyzes how offered and experienced teaching and learning opportunities in these three subject areas support students’ learning. The in-depth investigations of video documentation are combined with analysis of the Norwegian PISA results in order to understand how teaching and learning in science, mathematics and reading can be improved.   Recent reviews indicate that instructional practice does make a difference to students learning - and is more important than other factors including students’ socioeconomic background, class size, classroom climate, and teachers’ experience and formal training. This book opens the discussion on a European basis about contemporary challenges in teaching and learning in secondary schooling. Norway as a test bed is particularly interesting due to its long tradition with national curricula, and its unitary and non- streamed structure. Furthermore, ideas of educational progressivism and students’ active ways of working (such as individualized teaching, adapted teaching, inquiry based teaching etc.) have for a long time been actively promoted within Norwegian educational policies.   The book draws on analyses that combine expertise in psychometrics and video-based micro genetic classroom studies with expertise in domain-specific instruction (math, science and reading). It feeds the conversation how issues of communication patterns are dealt with and made productive within different instructional formats, and presents possibilities to compare and analyze instructional formats and discursive practices for students’ learning.​

This book explores teaching and learning in lower secondary classrooms in the three PISA domains science, mathematics and reading. Based on extensive video documentation from science, math and reading classrooms in Norwegian secondary schooling, it analyzes how offered and experienced teaching and learning opportunities in these three subject areas support students’ learning. The in-depth investigations of video documentation are combined with analysis of the Norwegian PISA results in order to understand how teaching and learning in science, mathematics and reading can be improved.   Recent reviews indicate that instructional practice does make a difference to students learning - and is more important than other factors including students’ socioeconomic background, class size, classroom climate, and teachers’ experience and formal training. This book opens the discussion on a European basis about contemporary challenges in teaching and learning in secondary schooling. Norway as a test bed is particularly interesting due to its long tradition with national curricula, and its unitary and non- streamed structure. Furthermore, ideas of educational progressivism and students’ active ways of working (such as individualized teaching, adapted teaching, inquiry based teaching etc.) have for a long time been actively promoted within Norwegian educational policies.   The book draws on analyses that combine expertise in psychometrics and video-based micro genetic classroom studies with expertise in domain-specific instruction (math, science and reading). It feeds the conversation how issues of communication patterns are dealt with and made productive within different instructional formats, and presents possibilities to compare and analyze instructional formats and discursive practices for students’ learning.​