Blar i The reading centre på tidsskrift "L1-Educational Studies in Language and Literature"

Viser treff 1-6 av 6

    • Dialogic space in Norwegian early-years literacy education 

      Skaftun, Atle; Wagner, Åse Kari Hansen; Nygard, Arne Olav (Peer reviewed; Journal article, 2021)
      This study explores and analyses conditions for student participation in Norwegian Year Two classrooms. It is inspired by the concept of dialogic space (Wegerif, 2013) and by Segal and Lefstein's (2016) model for the ...

    • Examining the Value of Literary Conversations: A critical mapping review of research into literary conversations in Scandinavian L1 classrooms 

      Gourvennec, Aslaug Fodstad; Sønneland, Margrethe (Peer reviewed; Journal article, 2023)
      In recent years, researchers and practitioners in the field of Scandinavian L1 literature education have devoted considerable attention to literary conversations. In the Scandinavian countries, research into literature ...

    • How do Norwegian second-grade teachers use guided reading? The quantity and quality of practices 

      Håland, Anne; Wagner, Åse Kari Hansen; McTigue, Erin Margaret (Peer reviewed; Journal article, 2021)
      This paper documents how teachers use guided reading practices in Norwegian second-grade class-rooms. In a two-part study consisting of teachers’ self-reports (Study 1) and video-observations of guid-ed reading sessions ...

    • Technology in L1: A Review of Empirical Research Projects in Scandinavia 1992-2014 

      Elf, Nikolaj Frydensbjerg; Hanghøj, Thorkild; Skaar, Håvard; Erixon, Per-Olof (Journal article, 2015)
      In recent decades, several Scandinavian research projects have had an explicit focus on how technology intervenes in L1 (or so-called Mother Tongue Education) practices in Swedish, Norwegian and Danish educational contexts, ...

    • The Dynamics of written-language acquisition 

      Uppstad, Per Henning (Journal article; Peer reviewed, 2006)
      Written language skills are dynamic, they develop differently in individuals and are acquired in multiple ways and contexts. Paradoxically, mainstream research on and teaching of these skills is based on a linguistic ...

    • Written language skills and the notion of "Lexicon" 

      Uppstad, Per Henning (Journal article; Peer reviewed, 2006)
      In mainstream theory about written language skills there is a strong relation between the notion of 'lexicon' and 'phonology'. The work of both researchers and teachers is rooted in this theoretical relation between lexicon ...