Hildegunn Støle

Hildegunn Støle
University of Stavanger (UiS) · National Center for Reading Education and Research

Ph.D.
1) PIRLS Norway: Progress in International Reading Literacy Study 2) Literary reading in the classroom 3) Digitisation

About

11
Publications
7,367
Reads
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89
Citations
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 (11)
Article
Full-text available
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’...
Article
Full-text available
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...
Chapter
Full-text available
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...
Article
Full-text available
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...
Preprint
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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...
Article
Full-text available
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...
Article
Full-text available
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...
Data
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...

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Projects

Projects (4)
Archived project
Every five years, PIRLS provides internationally comparative data about how well children from different countries read after four years of primary schooling. PIRLS also provides extensive information about home supports for literacy and school environments for teaching and learning.
Project
The project investigates how readers engage, empathize, identify with fictional characters and situations; how this affects other processes involved in story reading; and how this affects readers' lives beyond the moment of reading.