Masterprogrammet ’Lesing og skriving i skolen’ (1-7) (5-10) Pensum i emnet ’Forskningsmetode’ 15 studiepoeng / ca. 1050sider
Oppdatert aug.2014
Hovedbøker:
1: Duke, N.K. & Mallette, M.H. (Eds.), (2011). Literacy research methodologies. New York: The Guilford Press. 1,2,4,6-13, 18-21. (320 sider)
2: Kleven, T.A.(red.), (2011). Innføring i pedagogisk forskningsmetode. En hjelp til kritisk tolking og vurdering. Oslo: Unipub forlag. (230 sider)
3: Howitt, D., & Cramer, D. (2011). Introduction to Statistics in Psychology. London: Prentice Hall. Kap. 1-14 (150 sider)
4: Kleven, T.A. (2008).Validity and validation in qualitative and quantitative research. Nordic Studies in Education, 3, 219-233. Fulltekst
Totalt: 714
Supplerende litteratur (for utdyping av design)
Lund, T. (red.), (2001). Innføring i forskningsmetodologi. Oslo: Unipub AS.
Resterende pensum: Artikler
1: Kasusstudier (kap. 2 i D & M)
Home and school study of language and literacy development’/Harvard-studien, I: Dickinson & Tabors (Eds.), (2001). Beginning Literacy with Language. London: Paul H. Brookes Publishing. (Pensum: Forebygging og tidlig innsats 1.-7.) Kap. 1, 13.
2: Korrelasjonsstudier (kap.4 i D & M )
Home and school study of language and literacy development’/Harvard-studien, I: Dickinson & Tabors (Eds.), (2001). Beginning Literacy with Language. London: Paul H. Brookes Publishing. (Pensum: Forebygging og tidlig innsats 1-7) Kap. 1, 13.
Lervåg, A. & Aukrust, V. G. (2010).Vocabulary knowledge is a critical determinant of the difference in reading comprehension growth between first and second language learners. Journal of Child Psychology and Psychiatry, 51, 612-620. (Pensum: Lesing og skriving for minoritetsspråklige 1-7) Fulltekst
3: Diskursanalyse ( kap. 6 & 7 i D& M)
Rex, L.A., Bunn, M., Davila, A., Dickinson, H.A. et al. (2010). A review of discourse analysis in literacy research: Equitable access. Reading Research Quaterly, 45, 1, 94-115. Fulltekst
4: Etnografiske studier (kap. 8 i D& M)
Taylor,B.M., Pearson, P.D., Peterson, D.S. & Rodrigeuz, (2005). An evidence-based approach to professional development and school reading improvement. Reading Research Quarterly, 40,1, 40-69. Fulltekst
Heath, S.B. ( 1982). What no bedtime story means: Narratives at home and school. Language in Society, 11, 2, 49-76. Fulltekst
5: Eksperimentelle og kvasi-eksperimentelle design (kap. 9 i D & M )
Farver, J.A.M., Lonigan, C.J. & Eppe, S. (2009). Effective early literacy skill development for young Spanish-speaking English language learners: An experimental study of two methods. Child Development, 3, 703-719. (Pensum: Lesing og skriving for minoritetsspråklige 1-7) Fulltekst
Frost, J. Sørensen, P.M., Bone, W. & Dolva, K.P. (2009). ’Leselærerprosjektet i Skedsmo’. Spesialpedagogikk, 9, 45-59. (Pensum: Læringssyn og innovasjon 1-7, 5-10)Fulltekst
Frost, J. & Sørensen P.M. (2007). The effects of a comprehensive reading intervention programme for Grade 3 children. Journal of Research in Reading, 30, 270-286. Fulltekst
McKeown, M.G., Beck, I., Blake, R.G.K. (2009). Rethinking reading comprehension instruction: A comparison of instruction for strategies and content approaches. Reading Research Quarterly, 44,3, 218-253. Fulltekst
Purcell-Gates, V., Duke, N.K., Martineau, J.A: (2007). Learning to read and write genre-specific text: Roles of authentic experience and explicit teaching. Reading Research Quaterly, 42, 1, 8-44. Fulltekst
6: Meta-analyse ( kap. 13 i D&M )
Lervåg, A. & Melbye-Lervåg, M. (2009). Muntlig språk, ordavkoding og leseforståelse hos tospråklige: En sammenfatning av empiriske studier. Norsk Pedagogisk Tidsskrift, 93, 264-279. Fulltekst
7: Verbale protokoller (kap. 19 i D & M)
Strømsø, H.I., Bråten, I. & Samuelstuen, M. S. (2003). Students’ strategic use of multiple sources during expository text reading: A longitudinal think-aloud study. Cognition and instruction, 21, 113-147. Fulltekst