Hege Rangnes: Teachers’ understanding and facilitation for second language learners’ access to expository texts
The purpose of the study is to investigate how teachers understand and facilitate for second language learners’ (SLLs) learning from expository texts in social studies in grades 5.–7.
Camilla L. Fitjar: With pencil and iPad into literacy
The first aim of this project is to contribute with knowledge about how children write at school entry, as well as which skills that contribute to a functional handwriting.
Kristin Sunde: Teaching practices and literacy learning
The main aim of the project is to investigate teaching practices in early literacy instruction and how teaching practices are related to children’s literacy learning.
Margrethe Sønneland’s research project investigates small group conversations about complex literary texts in Lower Secondary School.
Olaug Strand: The achievement gap between language minority learners and native-Norwegian speakers in reading achievement: PIRLS 2016
The main objective of the PhD-project is to investigate why we see an achievement gap between language minority learners and native-Norwegian speakers in reading achievement in Norwegian 10-year-olds.
Trine M. Gilje: Adapted Literacy Instruction for Pupils with Higher Learning Potential in the Norwegian Lower Primary Co-Teaching Classroom
This research project investigates teachers’ adaptive literacy instruction practices for high achieving pupils. Particular attention is payed to teachers’ sensitivity towards giftedness among high achieving pupils and teachers’ approaches to supporting learning engagement among gifted pupils.
When students meet complex, multimodal texts
A descriptive case study looking at reading and writing in a Social Science classroom in Lower Secondary School.
Cohesion management in text writing
Research on writing has traditionally been split between process or product. Such studies have also been separated from reading research. This project eliminate these traditional divisions.