A young researcher with an international perspective
Meet our new associate professor! With a background from Harvard and Queens Universities, Miao Li is excited to join the research team at the Norwegian Reading Centre.
VEBB – a central project in Norwegian early education research
Early education and care is a growing area of research in Norway. VEBB is one of eight innovation projects funded by the Norwegian Research Council’s program for research and innovation in education (FINNUT).
Are girls really better at reading than boys – or are the tests painting a false picture?
In reading tests at school, girls tend to be ahead of boys, in all age groups and in all countries. But in young adults, there is suddenly no longer any difference between men’s and women’s reading skills. Why is that? Could the answer be in the way the tests are designed?
Children’s risk of reading and writing difficulties can be identified early
Teachers can use certain markers to identify Year One pupils who are at risk of developing reading and writing difficulties, as soon as they start school.
Pupils’ critical view of literature education
There is a tension between what pupils feel is at the core of literature, and how literature is actually taught in Norwegian class in school. These were the findings of a study of high achieving upper secondary school graduates.
First graders can read like experts
With a little help, six-year-olds can read texts in the same way as adult literary scholars.
What exactly is dyslexia?
It is estimated that between 5 and 10 percent of the population suffer the kind of reading and writing difficulties that are characterised as dyslexia. But although most people have some perception of what dyslexia can be about, and although several organisations provide various descriptions of this common reading and writing problem, there is no clear scientific definition as to what dyslexia actually is. "It is time to come up with some new hypotheses so that we can move forward with our research", says Professor Finn Egil Tønnessen of the Norwegian Reading Centre.
New research project on teacher-pupil ratio
How can elementary school pupils benefit from a lower pupil-teacher ratio, or by attending smaller classes? Researchers at the Norwegian Reading Centre, University of Stavanger, are looking to find the answer. An allocation to the project of NOK 160 million by the Research Council of Norway makes this one of the largest studies on Norwegian education to date.
Two-year-olds with poor language skills fall behind at play
Two-year-olds with poor language skills fare worse than their peers at play and, subsequently, fall behind socially. This was the finding of a new study from the Stavanger Project.
Nordic Journal of Literacy Research set for launch
Nordic Journal of Literacy Research is a new Open Access periodical which will seek to bring together and develop Nordic research in the fields of reading, writing and literacy.
Even as two-year-olds, girls are more independent and sociable
A study from the Stavanger Project shows that girls aged two and a half years master most everyday activities better than boys.
Health in every word
If you are a struggling reader, you are more likely to experience poor health than a good reader. The ability to read is important for maintaining one’s health.
Weak readers struggle the most on screen
Student’s who read poorly on paper will read even more poorly on screen. Strong readers are much more capable of transitioning to digital texts, a new study shows.
Girls have better motor skills than boys
New research shows that the difference between boys' and girls' motor skills is not always as clear and stereotypical as initially thought.
Taking the measure of toddlers
Norwegians two-year-olds can't count as well as kids of the same age in other countries. But they are a trifle better at geometry.
What happens when a child acquires a new mother tongue?
Adoption is a great change in the life of a child. Children adopted from abroad are exposed to a language break in addition to other major upheavals. This may influence the acquisition of the child's new mother tongue.
Why don't we read so well on a screen?
Reading on a screen gives us more brain stress than reading the same text on paper. Clicking and scrolling interrupt our attentional focus. The risk of technical malfunction generates insecurity.
Challenging dyslexia research
There is disturbingly little discussion and reflection around basic concepts in dyslexia research, says associate professor Per Henning Uppstad at the Center for Reading Research at the University of Stavanger.
The Reading Centre is home to several large, innovative research projects, and has regularly been awarded significant funding from nationally competitive research funding schemes.
Our research concerns language and literacy development and assessment in educational contexts, from kindergarten to workplaces.
Theoretically and methodologically the centre displays a broad fan of approaches to different aspects of literacy.
Read more about research at the Reading Centre.