Oppdatert v?r 2017
STUDIERETNING PEDAGOGISK-PSYKOLOGISK R?DGIVNING
Det kan dessverre forekomme feil og mangler i pensumlisten. Ved endringer vil dette bli bekjentgjort p? emnesiden.
Kursemne l: Spr?k, kommunikasjon og l?ring (24 studiepoeng)
Kursemnet har en anbefalt litteratur p? ca. 1300 sider. Studenter som velger annen litteratur, m? p?se at denne dekker kursemnets temaer med samme niv? og omfang. Alternativ litteratur skal godkjennes skriftlig av spesialiseringens koordinator, og oversikt over litteraturen skal leveres instituttet.
Carr, Alan, O`Reilly,Gary, Noonan Walsh, Patricia og McEvoy John (Eds.). (2007). The handbook of intellectual disability and clinical psychology practice. London and New York: Routledge. Kap. 1, 2, 9, 16, 17, 19, 20 (273 sider)
Dickinson, D., Freiberg, J., & Barnes, E. (2011). Why are so few interventions really effective?: A call for fine-grained research mertodology (kap 22, s. 337-357). ). I S. Neuman & D. Dickinson (red.), Handbook of early literacy research, Volume 3, New York: The Guilford Press. (20 sider)
Dickinson, David K. og Tabors, Patton D.: Beginning literacy with language, 2001. Kap 1, 6 og 13. (89 sider).
Duke, N. K. & Carlisle, J. (2011). The development of comprehension. . I M. Kamil, P.D. Pearson, E. Moje, & P. Afflerbach (Eds.) Handbook of reading research, Volume IV. New York: Routledge (s. 199-228) (30 sider)
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. I: Child Development, 3, 703-719 (17 sider).
Hammer, C., Scarpino, S., Davison, M. (2011). Beginning with language: Spanish-English bilingungal preschoolers’ early literacy development (kap 8, s. 118-136). ). I S. Neuman & D. Dickinson (red.), Handbook of early literacy research, Volume 3, New York: The Guilford Press. (18 sider)
Hamre et al (2013): Teaching through interactions: Testing a developmental framework of teacher effectiveness in more than 2000 classrooms. The elementary school journal, vol 113, 461-487; (26 sider)
Harris, J., Golinkoff, R., & Hirsch-Pasek (2011). Lessons from the crib for the classroom: how children really learn vocabulary (kap 4, 49-65). I S. Neuman & D. Dickinson (red.), Handbook of early literacy research, Volume 3, New York: The Guilford Press. (16 sider)
Hoff, E (2014): Introduction to the study of language development (kap 1). I Hoff, E. Language development. Wadsworth Cengage Learning. (26 sider)
Hulme, C., & Snowling, M. J. (2009). Developmental disorders of language, learning and cognition. UK: Wiley-Blackwell. Kap. 1, 3, 4, 5. (115 sider).
Lawrence, J. & Snow, C. (2011). Oral discourse and reading. I M. Kamil, P.D. Pearson, E. Moje, & P. Afflerbach (Eds.) Handbook of reading research, Volume IV. New York: Routledge( s. 320 -337) (17 sider)
Lerv?g, A., & Aukrust, V. G. (2010). Vocabulary knowledge is a critical determinant of the difference in reading comprehension growth between first and second language learners. I: Journal of Child Psychology and Psychiatry, 51, 612-620 (9 sider).
Lerv?g, A. & Melby-Lerv?g, M. (2009). Muntlig spr?k, ordavkoding og leseforst?else hos tospr?klige: En sammenfatning av empiriske studier. I: Norsk Pedagogisk Tidsskrift, 4, s. 264-279. (15 sider)
Mercer, N. & Littleton, K. (2007) Dialogue and the Development Children’s Thinking. A sociocultural approach. NY: Routledge. (144 sider)
Paez, M., Bock, K., & Pizzo, L. (2011). Supporting the language and early literacy skills og Englsih language learners: Effective practices and future directions (kap 9, 136-152). I S. Neuman & D. Dickinson (red.), Handbook of early literacy research, Volume 3, New York: The Guilford Press.(16 sider)
Rydland, V., Gr?ver., V. & Lawrence, J. (2014). The second-language vocabulary trajectories of Turkish immigrant children in Norway from ages five to ten: the role of preschool talk exposure, maternal education, and co-ethnic concentration in the neigborhood. Journal of child language, 41, 352-381. (29 sider)
Sattler, J. M. (2008). Assessment of Children: Cognitive Foundations (Fifth Edition). Side 91-141, 154-182, 224-264. (100 sider)
Schunk, D. H., & Zimmerman, B. J. (2008). Motivation and self-regulated learning: Theory, research and applications. New York: Lawrence Erlbaum Associates. Kap. 1, 2, 3, 5, 9, 11. (179 sider)
Snow, C. & Oh, S. (2011). Assessment in early literacy research (kap 24, s. 375-395). I S. Neuman & D. Dickinson (red.), Handbook of early literacy research, Volume 3, New York: The Guilford Press. (20 sider)
Snowling, M. J. (2000). Dyslexia (Second Edition). Singapore: Blackwell Publishing. (216 sider).
Sylva, K., et al. (2011). Emergent literacy environments: Home and Preschool influences on children’s literacy development (kap 7, 97-117). I S. Neuman & D. Dickinson (red.), Handbook of early literacy research, Volume 3, New York: The Guilford Press. (20 sider)
Vasilyeva, M. & Waterfall, H. (2011). Variability in language development: Relation to socioeconomic status and environmental input (kap 3, s. 36-48). I S. Neuman & D. Dickinson (red.), Handbook of early literacy research, Volume 3, New York: The Guilford Press. (13 sider)
?zerk, K. (2009). L?ring av l?restoff og utvikling av spr?k I skolen. Noen metodiske ideer basert p? utpr?vde opplegg i Oslo-skolen. I: Norsk Pedagogisk Tidsskrift, 93, 294-309. (16 sider)
Kursemne 2: Psykososial utvikling og utviklingsforstyrrelser (12 studiepoeng)
Kursemnet har en anbefalt litteratur p? ca. 600 sider. Studenter som velger annen litteratur, m? p?se at denne dekker kursemnets temaer med samme niv? og omfang. Alternativ litteratur skal godkjennes skriftlig av spesialiseringens koordinator, og oversikt over litteraturen skal leveres instituttet.
Hulme, C., & Snowling, M. J. (2009). Developmental disorders of language, learning and cognition. UK: Wiley-Blackwell. Kap. 7, 8. (84 sider).
Ogden, Terje: Sosial kompetanse og problematferd i skolen, 2. utgave, 2009. Oslo: Gyldendal Akademisk Forlag. (246 sider). kan erstattes med ny utgave I 2015
Ogden, Terje: Sosial kompetanse og problematferd blant barn og unge, 2015. Oslo: Gyldendal Akademisk Forlag
Thapar, Anita med fler. (2015) Rutter's Child and adolescent Psychiatry (Sixth Edition) Oxford: Blackwell Publishing. Kap 2, 17, 26, 27, 29, 30, 33, 34, 36, 39, 42, 51, 55, 56, 57, 59, 60, 61, 63 65, 71 (310 sider)
Young, S, & Amarasinghe, M. (2010). Practitioner Review: Non-pharmacological treatments for ADHD: A lifespan approach. I: Journal of Child Psychology and Psychiatry, 51, 116-133. (18 sider).
?zerk, m. & ?zerk, K. (2013): Autisme og pedagogikk. Oslo: CappelenDamm Akademisk. Kap. 2,3,4,8 og 14 (55 sider)
Kursemne 3: R?dgivning og veiledning (24 studiepoeng)
Kursemnet har en anbefalt litteratur p? ca. 500 sider. Studenter som velger annen litteratur, m? p?se at denne dekker kursemnets temaer med samme niv? og omfang. Alternativ litteratur skal godkjennes skriftlig av spesialiseringens koordinator, og oversikt over litteraturen skal leveres instituttet.
Gelso, C., Williams, E. N. & Fretz, B. R. (2014). Counseling Psychology.
Washington, DC: American Psychological Association. Kap. 3, 7 – 9, 12 – 14, 16 (241 sider).
Vogt, Adam (2016). R?dgivning i skole og barnehage. Mange muligheter for
hjelp til barn og unge. Oslo: Cappelen Damm Akademisk. Kap. 1 – 3, 6 – 14 (292 sider).
Antall studenter ca. 25