Lese- og skrivevansker
Forberedelse:
Seidenberg, M. (2017). Language at the speed of sight. Basic Books.
Les denne f?r studiestart!
Del 1
Bok:
Cain, K. (2010). Reading development and difficulties. Blackwell. (225 pages)
Artikler/bokkapitler:
Ehri, L. C. (2005). Learning to read words: Theory, findings, issues. Scientific Studies of Reading, 9, 167–188 (20 pages)
Perfetti, C. (2007). Reading ability: Lexical quality to comprehension. Scientific Studies of Reading, 11, 357–383 (25 pages)
Del 2
B?ker:
Schwanenflugel, P. J., & Flanagan Knapp, N. (2016). The psychology of reading: Theory and applications. Guilford. (300 pages) Link i Google Scholar
Wagner, R.K., Schatschneider, C., Phytian-Sence, C. (Eds.). (2009). Beyond decoding: The behavioral and biological foundations of reading comprehension. New York, NY: Guilford. (Chapters 2, 4–8; 110 pages).
Artikler og bokkapitler:
Finbak, L. (2005). Analyser av stavefeil. Spesialpedagogikk, 9, 20–29. (8 pages)
Nagy, W., Carlisle, J. F., & Goodwin, A. P. (2013). Morphological knowledge and literacy acquisition. Journal of Learning Disabilities, 47, 3–12. (10 pages)
Parrila, R., & Protopapas, A. (2017). Dyslexia and word reading problems. In K. Cain, D. Compton, & R. Parrila (Eds.), Theories of reading development (pp. 333–358). Amesterdam John Benjamins. (20 pages)
Snowling, M.J. (2014). Dyslexia: A language learning impairment. Joint British Academy/British Psychological Society Lecture read 24 September 2013. Journal of the British Academy, 2, 43–58. (13 pages)
Torgesen, J.K. (2005). Recent discoveries on remedial interventions for children with dyslexia. In M. J. Snowling & C. Hulme (Eds.), The Science of Reading: A Handbook. (pp. 521–537). Malden, MA: Wiley-Blackwell. (16 pages)
Del 3.
B?ker:
Fletcher, J. M., Lyon, G. R., Fuchs, L. S., & Barnes, M. A. (2018). Learning disabilities: From identification to intervention, 2nd ed. Taylor & Francis. (Chapters 1–7, 9–11; 300 pages)
Mather & Wendling (2012). Essentials of dyslexia assessment and intervention. Wiley. (Chapters 1, 5–12; 200 pages)
Supplerende litteratur (ikke pensum):
Castles, A., Rastle, K., Nation, K. (2018). Ending the “reading wars”: Reading acquisition from novice to expert. Psychological Science in the Public Interest. 19, 5–51.
Elliott, J. G., & Grigorenko, E. L. (2014). The dyslexia debate. Cambridge University Press.
Frost, J., Hagtvet, B. & Refsahl, V. (2015). Den intensive leseoppl?ringen. Dialog og mestring n?r lesingen har l?st seg. Oslo: Cappelen Damm.
Hoffman, J. V. (2017). Comprehension is not simple: Considering the persisting dangers in the simple view of reading comprehension. In S. E. Israel (Ed.), Handbook of research on reading comprehension, 2nd ed (pp. 57–69). New York: Guilford.
McNamara, D. S., Jacovina, M. E., & Allen, L. K. (2016). Higher order thinking in comprehension. In P. Afflerbach (Ed.), Handbook of individual differences in reading: Reader, text and context (pp. 164–176). New York: Routledge.
B. Matematikkvansker
Forberedelse:
Butterworth, B. (2018). Dyscalculia. From science to education. London: Routledge. (Chapters 1–11; 179 pages)
Les denne f?r studiestart!
Del 1:
B?ker:
Gilmore, C., G?bel, S. M., & Inglis, M. (2018). An Introduction to Mathematical Cognition. Routledge Kapitler: 1–5 og 7 (111 s.)
Kadosh, R. C. & Dowker A. (Eds.) (2015). The Oxford handbook of numerical cognition. Oxford University Press. (Chapters 5–8, 15–18, 23; 175 pages.) Note. The Oxford handbook of numerical cognition is available free of charge as an online handbook via UiO at the following link: https://www.oxfordhandbooks.com/view/10.1093/oxfordhb/9780199642342.001.0001/oxfordhb-9780199642342
Del 2:
B?ker:
Gilmore, C., G?bel, S. M., & Inglis, M. (2018). An Introduction to Mathematical Cognition. Routledge Kapittel: 6 (27 s.)
Kadosh, R. C. & Dowker A. (Eds.) (2015). The Oxford handbook of numerical cognition. Oxford University Press. (Chapters 27, 29, 33, 35, 38, 42, 47–50; 192 pages.)
Artikler
Carey, E., Hill, F., Devine, A., & Szücs, D. (2016). The chicken or the egg? The direction of the relationship between mathematics anxiety and mathematics performance. Frontiers in Psychology, 6:1987. https://www.frontiersin.org/articles/10.3389/fpsyg.2015.01987/full (5 s.)
Chang, H. & Beilock, S. L. (2016). The math anxiety-math performance link and its relation to individual and environmental factors: A review of current behavioral and psychophysiological research. Current Opinion in Behavioral Sciences, 10, 33–38. (6 pages)
Cross, A. M., Joanisse, M. F., & Archibald, L. M. D. (2019). Mathematical abilities in children with developmental language disorder. Language, Speech, and Hearing Services in Schools, 50, 150–163. (14 pages)
Garon-Carrier, G., Boivin, M., Guay, F… & Tremblay, R. E. (2015). Intrinsic motivation and achievement in mathematics in elementary school: A longitudinal investigation of their association. Child Development, 87, 165–175 (11 pages)
Klesczewski, J., Brandenburg, J., Fischbach, A., Schuchardt, K., Grube, D., Hasselhorn, M., & Büttner, G. (2018): Development of working memory from Grade 3 to 5: Differences between children with and without mathematical learning difficulties. International Journal of Disability, Development and Education,65, 509–525. https://doi.org/10.1080/1034912X.2017.1419555 (17 s.)
Koponen, T., Aro, M., Poikkeus, A-M…Nurmi, J-E. (2018). Comorbid fluency difficulties in reading and math: Longitudinal stability across grades. Exceptional Children, 84, 298–311(14 pages)
Kroesbergen, E. H., & van DijWorking, M. (2015). Working memory and number sense as predictors of mathematical (dis-)ability. Zeitschrift für Psychologie, 223(2), 102–109. (8 s.)
Passolunghi, M. C, Caviola, S., De Agostini, R., Perin, C., & Mammarella, I. C. (2016). Mathematics Anxiety, Working Memory, and Mathematics Performance in Secondary-School Children. Frontiers in Psychology, 7:42. https://www.frontiersin.org/articles/10.3389/fpsyg.2016.00042/full (8 s.)
Del 3:
B?ker og bokkapitler:
Gersten, R., & Newman-Gonchar, R. (2011). Understanding RTI in mathematics: Proven methods and applications. Baltimore: Brookes (256 s.)
Kadosh, R. C. & Dowker A. (Eds.) (2015). The Oxford handbook of numerical cognition. Oxford University Press. (Chapters 5, 9, 41, 56–58, 60; 144 pages.)
Artikler:
Cheung, A. C. K., & Slavin, R.E. (2013). The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: A meta-analysis. Educational Research Review,9, 88-113. (26 s.)
Chodura, S., Kuhn, J-T., & Holling, H. (2015). Interventions for children with mathematical difficulties: A meta-analysis. Zeitschrift für Psychologie, 223, 129–144. (16 s.)
Hwang, J., & Riccomini, P. J. (2015). Enhancing mathematical problem solving for secondary students with or at risk of learning disabilities: A literature review. Learning Disabilities Research and Practice, 31, 169–181. (12 s.)
Salminen, J., Koponen, T., R?s?nen, P., & Aro, M. (2015). Preventive support for kindergarteners most at-risk for mathematics difficulties: Computer-assisted intervention. Mathematical Thinking and Learning, 17, 273–295. (23 pages)
C. Spr?kvansker
Del 1:
Bok:
Kristoffersen, K. E., Simonsen, H. G. & Sveen, A (red). (2005). Spr?k; en grunnbok. Oslo: Universitetsforlaget. Kap. 9, 10, 11 og 12.
Kapittel i bok:
Torkildsen, J.v.K. (2010). Kapittel 8 Barns tidlige spr?ktilegnelse. Nye metoder og nye funn. I V. Moe, K. Slinning, & M. B. Hansen (red.), H?ndbok i sped- og sm?barns psykiske helse. Oslo: Gyldendal Akademisk (s. 171–194) (legges ut p? nett).
Del 2:
Bok:
Leonard, L (2014): Children with specific language impairment, 2nd ed. Cambridge, MA: MIT Press. (380 sider)
Artikler:
Bishop, D. V. M., Snowling, M. J., Thompson, P. A., Greenhalgh, T., & The CATALISE Consortium (2016). CATALISE: a multinational and multidisciplinary Delphi consensus study. Identifying language impairments in children. PLOS One, 11, 7.
Bishop, D. V. & McDonald D. (2009). Identifying language impairment in children: combining language test scores with parental report. International Journal of Language and Communication Disorders, 44, 600–615. (10 sider)
Leonard, L.B. (2014). Specific language impairment across languages. Child Development Perspectives, 8, 1–5. (5 sider)
Del 3:
Bok:
McCauley, R. J., Fey, M. E., & Gillam, R. B. (Eds.) (2017). Treatment of language disorders in children, 2nd ed. Brookes Publishing. (Kap. 1, 3, 5, 8, 13, 15)
Supplerende litteratur (ikke pensum)
Bishop, D. V. M. (2013). Research Review: Emanuel Miller Memorial Lecture 2012 – Neuroscientific studies of intervention for language impairment in children: interpretive and methodological problems. Journal of Child Psychology and Psychiatry, 54, 247–259.
Frost, J. (2010). Kvalitet i leseoppl?ringen. Erfaringer med oppstart av spr?k- og leseveiledning. Oslo: Cappelen akademisk forlag.
Snowling, M. J. & Charles Hulme, C. (2005). Learning to read with a language impairment. In M. Snowling & C. Hulme (Eds.), The Science of Reading: A Handbook (pp. 397–412). Wiley-Blackwell.
D. Psykososiale vansker
Diseth, ?. (2019). Motivasjonspsykologi: Hvordan, behov, tanker og emosjoner fremmer prestasjoner og mestring. Gylendal Norsk Forlag A/S. (298 s.)
Andershed, H., & Andershed, A. K. (2007). Normbrytende atferd hos barn: Hva sier forskningen? Oslo. Gyldendal akademisk. (208 s.)
Bokkapittel:
Nyborg, Geir & Mjelve, Liv Heidi (2017): Innagerende atferdsvansker: Skolens utfordringer i lys av inkludering, I: Nilsen, Sven (red.): Inkludering og mangfold – sett i spesialpedagogisk perspektiv, Oslo: Universitetsforlaget. (13 s).