Motivation for Reading within the First Year of Formal Reading Instruction.
The present thesis empirically and theoretically explores motivation for reading in Norwegian first-graders during their first year of formal reading instruction.
Emergent literacy, home literacy environment at onset of formal reading instruction, and literacy skills after two years of schooling
This thesis used a multi-factor perspective on reading difficulties to investigate the associations between family risk, emergent literacy, the home literacy environment at the onset of formal reading instruction and literacy skills after two years of schooling.
Language proficiency, play and social competence - a study on variation and relationships
Three studies were conducted that examined variation in and the relationship between language proficiency, play and social competence at the age of 33 months within the context of Norwegian barnehages (early childhood education and care institutions — ECEC).
Development of literary disciplinarity
A study of high achieving students in upper secondary school in literary conversations on poems
Digital Literacy Practices in Education. An Investigation of the Use of Blogs in a Norwegian High School.
This thesis investigates ho students and their teacher use blogs in the classroom. The thesis is comprised of three articles each investigating different aspects of the blogging activities, from observations of the class’ activities during lessons and the students’ own account of the blogging activities to discursive and linguistic features of the blog texts.
Literacy and numeracy skills
In her thesis, Kjersti Lundetræ examined how basic literacy and numeracy skills are related to drop-out rates in upper-secondary school and to unemployment rates among 16-24-year-olds.
Effects of inference training on 6th graders’ reading comprehension
The project studied the effect of inference training in reading comprehension.
Language and Literacy : Some fundamental issues in research on reading and writing
It is claimed in the present thesis that a view of spoken and written language as distinct - but not isolated - sets of codes with potential for meaning is the best working hypothesis in the search for true empirical findings about the relationship between spoken- and written-language skills.
Usage of model texts in factual writing
In her PhD, Anne Håland has investigated how 5th grade students use model texts in their own work.
Assessment of reading performance, fundamental conditions for measuring reading
The thesis consists of three studies that trace implications of integrating theoretical perspectives on the development and validation of reading measures.