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Why Do Children Differ in Their Development of Early Reading-Related and Reading Skills before the Onset of Reading Instruction and after One Year at School?

This PhD research, as a part of the On Track (På sporet) project, aims to investigate ‘Why children’s early reading-related skills, and their reading achievement differ at the beginning of first grade and after one year at school by taking into account some interacting factors’.

Reading development during the first grade is a learned skill that depends on the instruction and the quality of the instruction, in addition to some other environmental and demographic factors. In fact, research on reading and writing development has shown that a single factor, by itself, is not accurate enough to explain the variation in children’s reading success at school. Combinations of various types – environmental and demographic factors –provide important and meaningful explanations for reading and writing achievement. However, the foundation for reading success at school lays on pre-school developmental skills (e.g. Emergent Literacy skills) interacting with the individual (like the child’s gender), and environmental and family-background factors such as the amount of exposure to the print at home (Home Literacy Environment) and in kindergarten, home language background (when the language that is spoken at home differs from the instruction language at school), and parents’ history of reading difficulties. This PhD research, as a part of the On Track (På sporet) project, aims to investigate ‘Why children’s early reading-related skills, and their reading achievement differ at the beginning of first grade and after one year at school by taking into account these interacting factors’. 


The project will be done by the year of 2017.
 

Project responsible: Zahra Esmaeeli
Supervisor: Kjersti Lundetræ
Co-supervisor: Fiona Kyle