Hildegunn StøleUniversity of Stavanger (UiS) · National Center for Reading Education and Research
Hildegunn Støle
Ph.D.
1) PIRLS Norway: Progress in International Reading Literacy Study
2) Literary reading in the classroom
3) Digitisation
About
23
Publications
11,328
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Introduction
Hildegunn Støle holds a PhD in English historical pragmatics from the University of Stavanger, Norway. Since 2012 she has been employed at at the National Center for Reading Education and Research at UiS. Hildegunn does research on international educational assessment (PIRLS and ePIRLS), reading comprehension and literary reading.
Publications
Publications (23)
Instructional planning is acknowledged as an important factor influencing the quality of classroom teaching. DigUp is a Research and Innovation in the Public Sector project which has received funding from the Research Council of Norway. Using a design-based research methodology, the objectives of DigUp are to design, trial, optimise and disseminate...
Tid for lesing! (Time for reading!) elaborates on the Norwegian results from PIRLS 2021 and puts them into a Nordic and international perspective. The chapters, written by 11 researchers, deal with a number of topics, such as the importance of home environment, school and teachers for students’ reading performance; students’ reading habits; weak pe...
Norwegian report on PIRLS 2021 (Progress in International Reading Literacy Study)
Recent meta-analyses (Delgado et al., 2018; Kong et al., 2018; Clinton et al., 2019) show that reading comprehension on paper is better than on screen among (young) adults. Children’s screen reading comprehension, however, is underexplored. This article presents an experiment measuring the effect of reading medium on younger (10-year old) readers’...
Recent meta-analyses (Delgado et al., 2018; Kong et al., 2018; Clinton et al., 2019 show that reading comprehension on paper is better than on screen among (young) adults. Children's screen reading comprehension, however, is underexplored. This article presents an experiment measuring the effect of reading medium on younger (10-year old) readers' c...
The Nordic education model of an inclusive school for all aims at giving children equal, and excellent, opportunities for acquiring high levels of reading ability. It is well documented that both students’ and their parents’ reading interest is closely and positively associated with students’ reading achievement. There is therefore cause for concer...
Gender differences in reading are a common finding in international assessments with girls usually outperforming boys. This article investigates such gender differences by looking at test modes(paper-based versus digital assessments), reading purpose (literary versus informational), text features (associations between reading scores and how much st...
This article is concerned with children’s reading development in the important years from when they begin learning to read to the age when the child reaches adequate reading comprehension to read to learn from a variety of texts on diverse subjects. Like any skill, reading skill requires relevant and extensive training. We have tended to think that...
This article presents the design, methodology and materials of an inter-Nordic study of literary reading among students in teacher education, in which relations between literary style and experiential aspects of literary reading (e.g., empathy and transportation) were assessed empirically. The participants in the study read Katherine Manfield's (19...
This article presents the design, methodology and materials of an inter-Nordic study of literary reading among students in teacher education, in which relations between literary style and experiential aspects of literary reading (e.g., empathy and transportation) were assessed empirically. The participants in the study read Katherine Manfield’s (19...
Several quantitative studies (e.g. Kidd & Castano, 2013a; Djikic et al., 2013) have shown a positive correlation between literary reading and empathy. However, the literary nature of the stimuli used in these studies has not been defined at a more detailed, stylistic level. In order to explore the stylistic underpinnings of the hypothesized link be...
The alleged crisis of the humanities is currently fueling renewed interest in the affective benefits
of literary reading. Several quantitative studies have shown a positive correlation between literary
reading and empathy. However, the literary nature of the stimuli used in these studies has not
been defined at a more detailed, stylistic level. In...