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Hvistendahl Rita & Roe Astrid (2004). « The literacy achievement of Norwegian minority students ». Scandinavian Journal of Educational Research, vol. 48, n° 3, p. 307–324. ISSN 0031-3831. En ligne : <http://www.informaworld ... 80/00313830410001695754>. 
Added by: Marie Gaussel (21 Jun 2010 11:18:20 Europe/Paris)
Resource type: Journal Article
DOI: 10.1080/00313830410001695754
ID no. (ISBN etc.): 0031-3831
BibTeX citation key: Hvistendahl2004
Categories: General
Keywords: alphabétisation, éducation prioritaire, environnement socioculturel, lecture, PISA
Creators: Hvistendahl, Roe
Collection: Scandinavian Journal of Educational Research
Views: 2054/2979
Views index: 26%
Popularity index: 6.5%
URLs     http://www.informa ... 313830410001695754
Abstract     
The article presents the literacy achievement of Norwegian minority students, their reading habits, and their enjoyment of reading based on the Programme for International Student Assessment (PISA) 2000 study. Aspects of their family background and attitudes towards school are related to literacy achievement results. A comparison between Denmark, Sweden, Norway and Germany shows that the achievement gap between majority and minority students is larger in Denmark and Germany than in Norway and Sweden. A more detailed presentation of the Norwegian reading results shows that 35% of the Norwegian minority students perform at a level indicating that they are able to read in a technical sense, but they are unlikely to be able to use reading as an independent tool in acquiring knowledge and skills. The minority students' responses to questions about socio-economic family background, reading habits, learning strategies and school motivation give a complex picture of their situation in Norwegian schools. The results indicate that there is some potential for equalising differences between minority students and majority students.
Added by: Marie Gaussel  
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