Adapted Literacy Instruction for Pupils with Higher Learning Potential in the Norwegian Lower Primary Co-Teaching Classroom
Trine Mathiesen Gilje's 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.
Aspects of language development related to social functioning in young children
Several studies have identified the relationship between language proficiency and social functioning amongst school-age children. Few studies document this relationship in children under the age of 3.
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’.
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.