Vis enkel innførsel

dc.contributor.advisorHolander, Stefan
dc.contributor.authorAmble, Nora Mikkelsen
dc.contributor.authorVåg, Signe Merethe Næss
dc.date.accessioned2024-07-01T06:21:20Z
dc.date.available2024-07-01T06:21:20Z
dc.date.issued2024-05-14en
dc.description.abstractThis study examines the correlation between current reading research and pupils’ perception of their own reading habits. Our thesis questions are: To what extent do current research and mapping align with lower secondary pupils’ perceptions of their reading habits? How can we use our findings to aid future reading instruction in English? Using a convergent mixed methods design our thesis questions were investigated through a literature review and a cross-sectional questionnaire. To identify literature for the review we utilized several databases and search terms. We deemed 17 articles important for answering our thesis questions. We recruited 53 lower secondary pupils as respondents to our questionnaire. Our respondents’ parishes to one rural and one urban school in Troms and Finnmark. In the questionnaire they were asked a number of questions regarding their reading attitudes, habits and motivation. Pupils were given a mix of close- and open-ended questions. Through our research, we found that mapping projects such as PISA and PIRLS indicate that Norwegian pupils’ reading comprehension, reading motivation and joy of reading are on a declining trend. Results from our review share similar findings where pupils have low reading value and negative reading attitudes. Results from the questionnaire complements the findings from the review. While most pupils had a neutral stance on reading, they expressed low reading motivation. To answer the final thesis question, based on results from the literature review and the questionnaire, we make some recommendations on how to promote joy of reading and spark reading engagement in the classroom.en_US
dc.identifier.urihttps://hdl.handle.net/10037/34003
dc.language.isoengen_US
dc.publisherUiT Norges arktiske universitetno
dc.publisherUiT The Arctic University of Norwayen
dc.rights.holderCopyright 2024 The Author(s)
dc.rights.urihttps://creativecommons.org/licenses/by-nc-sa/4.0en_US
dc.rightsAttribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0)en_US
dc.subject.courseIDLER-3902
dc.subjectReading pleasureen_US
dc.subjectReading motivationen_US
dc.subjectReading engagementen_US
dc.subjectReading habitsen_US
dc.subjectReading interesten_US
dc.subjectPupil experiencesen_US
dc.subjectJoy of readingen_US
dc.subjectThe Matthew effecten_US
dc.subjectSustained silent readingen_US
dc.title“It is not fun to read, unless it is something interesting”: A convergent mixed methods study on the alignment of current research and pupils’ perception of their reading habitsen_US
dc.typeMastergradsoppgaveno
dc.typeMaster thesisen


Tilhørende fil(er)

Thumbnail
Thumbnail

Denne innførselen finnes i følgende samling(er)

Vis enkel innførsel

Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0)
Med mindre det står noe annet, er denne innførselens lisens beskrevet som Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0)