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Articles by Hildegunn Støle

Language and Literature, 2017

Several quantitative studies (e.g. Kidd & Castano, 2013a; Djikic et al., 2013) have shown a posit... more 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 between literariness and empathy, we conducted a qualitative experiment in which the degree of stylistic foregrounding was manipulated. Subjects (N = 37) read versions of Katherine Mansfield's 'The Fly', a short story rich in foregrounding, while marking striking and evocative passages of their choosing. Afterwards, they were asked to select three markings and elaborate on their experiences in writing. One group read the original story, while the other read a 'non-literary' version, produced by an established author of suspense fiction for young adults, where stylistic foregrounding was reduced. We found that the non-literary version elicited significantly more (p < 0.01) explicitly empathic responses than the original story. This finding stands in contradiction to widely accepted assumptions in recent research, but can be assimilated in alternative models of literariness and affect in literary reading (e.g. Cupchik et al., 1998). We present an analysis of the data with a view to offering more than one interpretation of the observed effects of stylistic foregrounding.

Papers by Hildegunn Støle

Universitetsforlaget eBooks, Mar 5, 2024

I 2021 var PIRLS digital i Norge med et kontrollutvalg elever som tok prøven på papir. Dette kap... more I 2021 var PIRLS digital i Norge med et kontrollutvalg elever som
tok prøven på papir. Dette kapitlet utforsker forskjeller i resultat mellom de norske
elevutvalgene som har tatt prøven digitalt versus på papir. Et antall identiske
oppgaver ble brukt til å måle slike eventuelle forskjeller. Vi finner at elevene i snitt
mestrer flere oppgaver på papirprøven enn på den digitale prøven. Jenter presterer
best i begge medier, men flere elever av begge kjønn hopper over oppgaver
i den papirbaserte prøven.

Journal of Historical Pragmatics, Apr 3, 2015

IGEL International Society for the Empirical Study of Literature and Media, Chicago/USA, July 6-9 2016, 2016

A number of studies have recently been produced in the U.S. and Canada linking theory of mind (th... more A number of studies have recently been produced in the U.S. and Canada linking theory of mind (the ability to accurately assess the mental states of other people) to lifetime exposure to literary, especially stylistically foregrounded, fiction. The paper presents an experiment devised to partially replicate and further develop this strand of research outside the English-speaking world. Subjects (Norwegian teacher training undergraduates) were asked to read a short story while assessing their reading experience on a number of variables. They were also tested for general reading skills and, in two different sessions, for their theory of mind abilities. In addition, they provided personal background information concerning their reading behavior and attitudes to literature. One group of subjects read the original story, which was rich in foregrounding, while another group read a manipulated, subliterary version of the story where foregrounding was minimized. The foregrounded version was...

Equity, Equality and Diversity in the Nordic Model of Education

The Nordic education model of an inclusive school for all aims at giving children equal, and exce... more 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 concern when reading interests seem to be in decline both among parents and among today’s students. Family socio-economic background is also well known to relate strongly to students’ reading achievement. Especially children of parents with low education are likely to be deprived of opportunities of beneficial reading activities, such as seeing their parents read, being read to by family members, and learning to enjoy reading for themselves in the early years of school. On the other hand, it is possible that parents who enjoy reading and/or read much at home, provide their children with a basis for acquiring good reading skills, regardless of th...

.................................................................................................... more ........................................................................................................... iv Tables ......................................................................................................... xvi Figures ........................................................................................................ xvi List of acronyms and abbreviations: ......................................................... xviii List of play texts and the abbreviations used for the long play titles: ...... xviii

Gender differences in reading are a common finding in international assessments with girls usuall... more 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 students like a text) and item formatcharacteristics (multiple choice versus constructed response items). All analyses are based on dataof Norwegian fifth-grade students (n = 3610) from the most recent cycle of the Progress in International Reading Literacy Survey (PIRLS and ePIRLS) 2016. The results point towards a generalmode effect between the paper-based and digital assessment for constructed response items. Thiseffect seems to be less strong in boys, indicating that boys may be motivated to type responses on akeyboard as opposed to writing with a pen on paper. For text features, we found that boys might bedisengaged from reading when th...

Klar framgang!

Norske resultater fra ePIRLS-Online Informational Reading HILDEGUNN STØLE OG KNUT SCHWIPPERT SAMM... more Norske resultater fra ePIRLS-Online Informational Reading HILDEGUNN STØLE OG KNUT SCHWIPPERT SAMMENDRAG I denne artikkelen presenteres den nye elektroniske leseprøven ePIRLS. Norske resultater analyseres i lys av bakgrunnsvariabler som elevenes kjønn, digitale aktiviteter og fritidslesing. Et par av disse sammenliknes med elevresultatene fra den tradisjonelle, papirbaserte PIRLS. I tillegg sammenliknes norske 5.-trinnselevers resultater med noen av de andre landenes resultater, i hovedsak våre naboland Danmark og Sverige. NØKKELORD ePIRLS | online informasjonslesing | leseforståelse | barns digitale aktiviteter | fritidslesing ABSTRACT This article presents the new electronic reading assessment, ePIRLS. Norwegian results are analysed in relations to background variables such as gender, students' digital activities and leisure reading. A couple of these analyses include results from the traditional paper-and-pencil PIRLS assessment. Some results from Norwegian 5 th grade students are compared to results from some of the other countries, in particular our neighbours, Denmark and Sweden.

Studies in Written Language and Literacy

First Monday

This article is concerned with children’s reading development in the important years from when th... more 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 children growing up in the digital era get plenty reading training from digital devices and that this is as efficient as reading books was for earlier generations. Due to this optimism, we have paid too little attention to whether extensive use of digital devices actually provide children with relevant reading training during the important years that efficient reading is developed. The author holds that book reading still has its place in education.

Computers & Education, 2020

Recent meta-analyses (Delgado et al., 2018; Kong et al., 2018; Clinton, 2019) show that reading c... more Recent meta-analyses (Delgado et al., 2018; Kong et al., 2018; Clinton, 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' comprehension, carried out in Norway in 2015. In a within-subjects design, students (n = 1139) took two comparable versions of a reading comprehension test – one on paper, and another digitally, with test version and order of medium counterbalanced. Probabilistic test theory models (two-parameter logistic (2 PL) and partial credit models) were employed for both versions of the test, allowing direct comparisons of student achievement across media. Results showed that the students in average achieved lower scores on the digital test than on the paper version. Almost a third of the students performed better on the paper test than they did on the computer test, and the negative effect of screen reading was most pronounced among high-performing girls. Scrolling and/or misplaced digital reading habits may be salient factors behind this difference, which sheds further light on children's reading performance and how this may be affected by screen technologies. Implications of these findings for education and for reading assessment are discussed.

Language and Literature, 2017

Universitetsforlaget eBooks, Mar 5, 2024

Journal of Historical Pragmatics, Apr 3, 2015

IGEL International Society for the Empirical Study of Literature and Media, Chicago/USA, July 6-9 2016, 2016

Equity, Equality and Diversity in the Nordic Model of Education

Klar framgang!

Studies in Written Language and Literacy

First Monday

Computers & Education, 2020

Language and Literature

The alleged crisis of the humanities is currently fueling renewed interest in the affective benef... more 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 order to explore the stylistic underpinnings of the hypothesized link between literariness and empathy, we conducted a qualitative experiment in which the degree of stylistic foregrounding was manipulated. Subjects ( N = 37) read versions of Katherine Mansfield’s “The Fly,” a short story rich in foregrounding, while marking striking and evocative passages of their choosing. Afterwards, they were asked to select three markings and elaborate on their experiences in writing. One group read the original story, while the other read a ‘non-literary’ version, produced by an established author of suspense fiction for young adults, where stylistic ...