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- Hagtvet, Bente Eriksen, et al.
(author)
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Obituary: Ragnar Rommetveit : A full life
- 2020
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In: Culture & Psychology. - : Sage Publications. - 1354-067X .- 1461-7056. ; 26:3, s. 528-539
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Journal article (pop. science, debate, etc.)abstract
- Over a long professional lifetime, Ragnar Rommetveit contributed to numerous disciplines in the social sciences and humanities, reflecting discussions in global social science and his own unending quest to understand social and individual life. His remarkable career and impact can be outlined in terms of four main phases. The first involved general social psychology in the 1950s and was reflected in Social Norms and Roles (1953/1955). In the second phase during the 1960s and 1970s, he focused on language-related psycholinguistic research leading to publications such as his 1968 volume Words, Meanings and Messages. The third phase came in the 1970s and 1980s and was motivated by his critique of formal linguistics and resulted in his short, magisterial 1974 volume On Message Structure. The fourth phase between 1980 and 2010 focused on "dialogism," giving rise to works such as his 1992 article "Outlines of a dialogically based social-cognitive approach to human cognition and communication." Along with his intellectual accomplishments, Rommetveits brilliance and generosity inspired students and colleagues at the University of Oslo, as well as from around the world. His capacity to engage with others in unending mediations on communication and mental life ranks among his most important legacies.
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| 2. |
- Hofslundsengen, Hilde, et al.
(author)
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Contributions of the Home Literacy Environment and Underlying Language Skills to Preschool Invented Writing
- 2019
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In: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 63:5, s. 653-669
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Journal article (peer-reviewed)abstract
- This study aimed to enhance our knowledge of the constituent variables affecting invented writing skills in 5-year-olds by investigating the concurrent relationships among home literacy, underlying language skills, and invented writing. The study comprised 111 Norwegian-speaking children (mean age: 5.7 years; 58 girls) and their parents. The children’s language skills were tested individually. The results showed that, on average, children achieved low scores on tests of word writing; however, the within-group variations in the children’s invented writing performances were large. The statistical modeling showed that parental education was significantly related to the home literacy environment, which was, in turn, directly related to both vocabulary and phonological awareness and indirectly related to invented writing skills. Implications of the findings are discussed.
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| 3. |
- Hofslundsengen, Hilde, et al.
(author)
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Immediate and delayed effects of invented writing intervention in preschool
- 2016
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In: Reading and writing. - : Springer Science and Business Media LLC. - 0922-4777 .- 1573-0905. ; 29:7
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Journal article (peer-reviewed)abstract
- This study examined the effects of a 10 week invented writing program with five-year-old preschoolers (mean age 5.7 years) on their immediate post intervention literacy skills and also the facilitative effects of the intervention on the subsequent learning to read during the first 6 months of schooling. The study included 105 children (54 girls) from 12 preschools in Norway. The preschools were randomly assigned to the experimental group with the invented writing program, or the control group with the ordinary program offered to preschoolers. The classroom based programs (40 sessions) were conducted by the children’s regular teachers. The children’s emergent literacy skills were evaluated using a pre-test, a post-test and a follow-up test 6 months later, and the data were analyzed using latent autoregressive models. The results showed that the invented writing group performed significantly better than the control group on the post-test for the measures of phoneme awareness (d = .54), spelling (d = .65) and word reading (d = .36). Additionally, indirect effects were observed on the delayed follow-up tests on phoneme awareness (d = .45), spelling (d = .48) and word reading (d = .26). In conclusion, we argue that invented writing appeared to smooth the progress of emergent literacy skills in preschool, including the subsequent reading development in school. Contextualized in a semi-consistent orthography and a preschool tradition that does not encourage the learning of written language skills, the findings add to our knowledge of how children learn to write and read.
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| 4. |
- Hofslundsengen, Hilde, et al.
(author)
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Preschool literacy environment in the Nordic countries
- 2016
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In: Abstract book. 26th EECERA Annual Conference, Happiness, Relationships, Emotion & Deep Level Learning, Dublin, 31st-3rd September, 2016.
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Conference paper (peer-reviewed)abstract
- The aim of the current study was to detect similarities and differences in the preschool literacy environment in the Nordic countries, with a special focus on what the environment offered to multilingual children who do not speak the language. Some minor studies (Bøyum, Hofslundsengen, Haukedal & Pedersen, 2016; Dahlgren, Gustafsson, Mellgren & Olsson 2013; Mellgren, Skriver Jensen & Hansen 2010; Mårdsjö Olsson & Löfström 2008; Simonsson, 2004; Svensson 2005, 2007, 2009; Öman 1986) has indicated less literacy activities in some preschools. This study expands on the earlier work of literacy environment. The theoretical base is socio-cultural as artefacts are looked upon as vehicles of the culture in which children live. We present a survey of the literacy environment in Finland, Norway and Sweden. The data consisted of mapping in 20 preschool classrooms in each of the three countries including number of books, children's access to books, reading and writing activities and digital tools. The participating preschools gave informed consents to data collection. This study contributes to knowledge about what experiences of literacy children at the ages of 0 to 6 years get during their stay in preschool, if these experiences differ among the Nordic countries and if so, how and in what way they differ. The finding from the study adds to the limited knowledge about literacy learning in the Nordic preschool system, 171 and implies the importance of preschools literacy environment for children's development of emergent literacy skills.
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| 5. |
- Magnusson, Maria, 1960-
(author)
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Skylta med kunskap : en studie av hur barn urskiljer grafiska symboler i hem och förskola.
- 2013
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Doctoral thesis (other academic/artistic)abstract
- The topic of this study is to generate knowledge about children’s understandingof graphical symbols. These forms of knowledge are prevalent in contemporarysocieties, for example, in the form of letters, numbers, road signs, maps, andcomputer icons. More specifically, in this thesis is scrutinized in detail howchildren develop symbolic skills and how this can be supported througheducational activities. The theoretical basis of the study is variation theory(Marton & Tsui, 2004). This theory conceptualizes learning in terms ofdifferentiation and integration. Two empirical studies are reported. The first isabout two children, Olle and Lasse, who both are in the age span four to fiveyears. How these children handle graphical symbols in the form of producingsigns that they put up in their homes are followed over time. Hence, thechildren’s own make and use of symbols in their everyday life are studied. In thesecond empirical study, the findings from the first study and theoretical insightfrom variation theory are orchestrated in a preschool center with two teachersand twelve children, to see if these principles can be functional in supportingchildren’s development of symbolic understanding. Both studies are based onvideo data. The findings are that a particular pattern of variation entitled,‘contrast’ is functional in developing such insight, while another pattern ofvariation entitled, ‘induction’ is not. In addition, meta-communication is arguedto be important not only for the researcher to gain access to the child’sunderstanding but also to the child’s development as such. The theoreticaldistinction made by Vygotsky between ‘pseudo concepts’ and ‘concepts (proper)’is used to discuss the findings.
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