PhD Fellowship in Literacy
The University of Stavanger invites applicants for a PhD fellowship in literacy at the Faculty of Arts and Education, Norwegian Reading Center.
Recent PhD thesis: Great potential in letting pupils read demanding literature
When secondary school pupils read demanding fiction, they become engaged by the difficult nature of the texts, and approach the texts in a manner that is relevant for the subject of literature, a new PhD thesis shows.
Four signs that your toddler is (about to become) a reader*
Do you read for your toddler? Have you noticed that toddlers that are used to being read to, already have learned a lot about being a reader?
Perceived emotional support from the teacher is associated with higher achievement in reading
A recent Norwegian study shows strong associations between first grade students feeling liked and respected by their teacher, and their achievement in reading.
It is important to give first graders confidence in their literacy skills
The confidence that six-year-olds have in their ability as readers affects how their literacy skills progress in year one. Belief in one’s ability must therefore be instilled from the very start of school, a new doctoral dissertation shows.
PhD Defence: Motivation for reading within the first year of formal reading instruction
Bente Rigmor Walgermo will defend her doctoral dissertation on Friday September 28th at the University of Stavanger.
Study finds relationships between language proficiency, play and social competency in 2 year-olds.
Elisabeth Brekke Stangeland’s Ph.D. thesis highlights the relationship between language proficiency and social competency in children as young as 2 years and 9 months. This is important knowledge for childcare practitioners who meet these children daily.
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.
- The Reading Centre is a research centre within the University of Stavanger.
- The University of Stavanger, Norway, has about 9200 students and 1100 administration, faculty and service staff.
- The University is organized in three Faculties, including two national centres of expertise, one of them beiing the Reading Centre.
- Read more about the University of Stavanger - located in the south west of Norway.