More specifically, the project investigates questions regarding how a faster pace of letter instruction affects both children’s literacy learning and the frequencies of other teaching practices, and how different teaching practices are related to children’s literacy learning.
Introducing one letter a week has been a tradition based practice in Norway and in several other countries. In recent years, we have witnessed a shift in Norway, with an increasing number of teachers introducing two or more letters a week. A faster pace of letter instruction increases the possibility for more frequent meetings with the letters throughout the first year in school, and at the same time, enables the children to start using the letters for reading and writing sooner. It also increases the possibility to adapt instruction to individual children’s literacy development. Exploring if a faster pace of letter instruction affects children’s literacy learning, and if this also changes the frequencies of other teaching practices, are central questions in this project.
Further, the project also investigates how teaching practices related to reading (e.g. adapted instruction, reading material, time to read, reading comprehension instruction) is related to children’s word reading and reading comprehension in Grade 2.
This Ph.D project is part of the Two Teachers project, which main aim is to investigate how the teacher-pupil ratio affects children’s literacy learning and learning environment.
Project period: 2016-2019
Ph.D student: Kristin Sunde
Main supervisor: Kjersti Lundetræ
Co supervisor: Bjarte Furnes