The background for this work is a three-year development project where children in seven Norwegian nursery schools were involved in daily reading activities – both spontaneous and organised – as part of the nursery school’s educational provision (Hoel, Kaasa and Braathen, 2008; Hoel and Helgebold, 2007).
The organised method adopted, dialogic reading (Hoel, Wagner & Oxborough, 2011), focuses particularly on language stimulation within the framework of reading activities (Whitehurst et al, 1988).
A sample group of children from three of the nursery schools involved in the reading project has been monitored in their transition to primary school. Children from a local authority where the same purposeful commitment has not been pursued form a control group. A total of 35 children have participated in the study.
Data have been acquired in two stages – immediately before the children completed nursery school, and at the same time one year later when they have spent almost a year in primary school.
PhD student: Trude Hoel
Supervisor: Vibeke Hetmar