Seminar v?r 2007
Seminaret g?r over 5 ganger fra januar til mai, og er beregnet p? masterstudenter som vurderer ? skrive oppgave i tilknytning til tema ’Tekstforst?else’. Deltagerne i forskergruppen ‘Text comprehension: Development, instruction and multiple texts’ innleder
hver sin gang.
Kursansvarlig: Bodil Stokke Olaussen
- 26.01.Strategisk lesing: Hva vil det si ? lese strategisk, og hvilken betydning kan det ha for forst? det man leser? (Ivar Br?ten)
- 16.02. Lesing av multiple tekster (Helge Str?ms?)
- 23.03. Forutsetninger for god tekstforst?else (Arne Lerv?g)
- 20.04. Hvordan motivere til leseforst?else p? sm?skoletrinnet (2.-4.klasse)?
(Bodil Olaussen)
- 11.05. Minoritetsspr?klige barn og tekstforst?else ( Vibeke Gr?ver Aukrust)
Litteratur knyttet til de ulike temaene
Ivar Br?ten (26/1) Strategisk lesing: (kopi av den siste i mappa)
Pressley, M. (2000). What should comprehension instruction be the instruction of? I: M.L. Kamil, P.B. Mosenthal, P.D. Pearson & R. Barr (Eds.), Handbook of reading research, Volume III (pp. 545-561). Mahwah, NJ: Erlbaum. (15 sider)
Guthrie, J.T., & Ozgungor, S. (2002). Instructional contexts for reading engagement. I: C.C. Block & M. Pressley (Eds.), Comprehension isnstruction: Research-based best practices (pp. 275-288). New York: The Guilford Press. (15 sider)
Weinstein, C.E., Br?ten, I., & Andreassen, R. (2006). L?ringsstrategier og selvregulert l?ring: Teoretisk beskrivelse, kartlegging og undervisning. I: E. Elstad & A. Turmo (Eds.), L?ringsstrategier: S?kelys p? l?rernes praksis (pp. 27-54). Oslo: Universitetsforlaget. (30 sider)
Br?ten, I. (under trykking). Leseforst?else--komponenter, vansker og tiltak. I: I. Br?ten (red.), Leseforst?else: Lesing i kunnskapssamfunnet--teori og praksis. Oslo: Cappelen Akademisk Forlag. (30 sider) (kopi i mappa)
Helge Str?ms? (16/02) Lesing av multiple tekster (kopi av alle i mappa)
Br?ten, I. & Str?ms?, H.I. (under trykking) Forst?else av multiple tekster. I I. Br?ten (red) Leseforst?else. Lesing i kunnskapssamfunnet – teori og praksis. Oslo: Cappelen Akademisk Forlag
Str?ms?, H.I. & Br?ten, I. (under trykking) Forst?else av digitale tekster—nye utfordringer. I I. Br?ten (red) Leseforst?else. Lesing i kunnskapssamfunnet – teori og praksis. Oslo: Cappelen Akademisk Forlag
VanSledright, B. A. (2002). Fifth graders investigating history in the classroom: results from a researcher-practitioner design experiment. The Elementary School Journal, 103, 131-160.
Wiley, J. & Voss, J. F. (1999). Constructing Arguments From Multiple Sources: Tasks That Promote Understanding and Not Just memory for Text. Journal of Educational Psychology, 91, 301-311.
Arne Lerv?g (25.03) Forutsetninger for god tekstforst?else
Cain, K., Oakhill, J.V. & Elbro, C. (2003). The ability to learn new word meanings from context by school-age children with and without language comprehension difficulties. J.Child Language, 30, 681-694.
NICHD (2005). Pathways to reading: The role of oral language in the transition to reading. Developmental Psychology, 2, 428-442.
Proctor, C.P., August, D., Carlo, M. & Snow, C. (2005). Native Spanish-speaking children reading in English: Toward a model of comprehension. Journal of Educational Psychology, 2, 246-256.
Snowling, M.J. & Hulme ,C. (2006) (Eds.), The Science of Reading. A Handbook. Part III. Reading Comprehension. Malden: Blackwell Publishing.
Kap. 12, 13, 14.
Bodil Stokke Olaussen (20.04) Hvordan motivere til leseforst?else p? sm?skoletrinnet?
Guthrie, J.T. & Alao, S. (1997). Designing contexts to increase motivations for reading. Educational Psychologist, 32, 95-105.
Perry, N.E., Hutchinson, L. & Thauberger, C. (2007). Mentoring student teachers to design and implement literacy tasks that support self-regulated reading and writing. Reading and Writing Quarterly, 23, 1-124.
Perry, N. E., Turner, J.C. & Meyer, D.K. (2006). Classrooms as contexts for motivating learning. I P.A. Alexander & P.H.Winne (Eds.), Handbook of Educational Psychology. Mahwah: LEA
Perry, N.E. Winne, P.H. (2004). Motivational messages from home and school. How do they influence young children’s engagement in learning? I D.M. McInerney & S. Van Etten (Eds.), Big theories revisited. Vol. 4 in: Reseach on Sociocultural influences on motivation and learning (p. 199-222). Greenwich: Information Age Publishing, Inc.
Vibeke Gr?ver Aukrust (11.05) Minoritetsspr?klige barn og tekstforst?else
August, D. og Shanhanhan, T. (2006). Developing literacy in second-language learners. Report of the National Literacy Panel on Language-Minority Children and Youth. Kap 3 og 4 og kap 10 (s. 53-122, 249-267). Mahwah: Lawrence Erlbaum
Aukrust, V.G. (2004). Explanatory discourse in young second language learners’ peer play. Dicsourse Studies, 3, 393-412.
Garcia, G.E. (2003). The reading comprehension development and instruction of English-Language learners. I A. P. Sweet og C. E. Snow (Red.), Rethinking reading comprehension. New York: The Guilford Press.
Rydland, V. (in press). ‘Whow – when I was going to pretend drinking it tasted coke for real!’ Second-language learners’ out-og-frame talk in peer pretend play. A developmental study from preschool to first grade. To appear in European Journal of Developmental Psychology.