Lese- og skrivevansker
Forberedelse: Seidenberg, M. (2017). Language at the speed of sight. Basic Books.
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:
Rayner, Pollatsek, Ashby, & Clifton (2012). Psychology of reading, 2nd ed. Psychology Press. (Chapters 1–5, 7–12; 325 pages)
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. (2007). 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, Lyon, Fuchs, & Barnes (2007). Learning disabilities: From identification to intervention. Guilford. Chhapters 1–7; 200 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.
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:
Aunio, P. & R?s?nen, P. (2015). Core numerical skills for learning mathematics in children aged five to eight years - a working model for educators. European Journal of Early Childhood Education Research, 24, 684–704. (21 pages)
Del 1:
Bok:
Gilmore, C., G?bel, S. M., & Inglis, M. (2018). An Introduction to Mathematical Cognition. Routledge Kapitler: 1–5 og 7–10 (153 s.)
Uttenhove, K., & Lemaire, P. (2015). Numerical cognition during cognitive aging. In R. C. Kadosh & A. Dowker (Eds.), The Oxford Handbook of Numerical Cognition, (s. 345-365). Oxford: Oxford University Press (20 s.) (available in Canvas)
Del 2:
Bok:
Chinn, S. (Ed.) (2015). The Routledge international handbook of dyscalculia and mathematical learning difficulties. Oxon: Routledge. Kapitler 1–5, 7–8, 12–14, 16–17, 20, 22, 24, 26 og 31 (232 s.)
Emerson, J. (2010). The dyscalculia assessment. Kap. 4. (66 s.) (Available via Canvas)
Gilmore, C., G?bel, S. M., & Inglis, M. (2018). An Introduction to Mathematical Cognition. Routledge Kapittel: 6 (27 s.)
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.)
Gillum, J. (2014). Assessment with children who experience difficulty in mathematics. Support for Learning, 29(3), 275–291. (16 s.)
Jordan, J. A., Wylie, J., & Mulhern, G. (2015). Mathematics and reading difficulty subtypes: minor phonological influences on mathematics for 5–7-years-old. Frontiers in Psychology, 6:221. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4350393/ (12 s.)
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, https://doi.org/10.1080/1034912X.2017.1419555 (17 s.)
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.)
Vukovic, R. K., Lesaux, N. K., & Siegel, L. S. (2010). The mathematics skills of children with reading difficulties. Learning and Individual Differences, 20, 639–643. (5 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.)
Chinn, S. (Ed.) (2015). The Routledge international handbook of dyscalculia and mathematical learning difficulties. Oxon: Routledge. Kapitler: 18–19, 23, 25, 27–29 (77 s.)
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.)
Mononen, R., & Aunio, P. (2016). Counting skills intervention for low-performing first graders. South African Journal of Childhood Education, 6, a407. (9 s.)
Nelwan, M. & Kroesberger, E. (2016). Limited near and far transfer effects of jungle memory working memory training on learning mathematics in children with attentional and mathematical difficulties. Frontiers in Psychology, 7, 1384. (10 s.).
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:
B?ker:
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
Arnesen, A., Meek-Hansen, W., Ogden, T., & S?rli, M-A. (2014). Positiv l?ringsst?tte: Hele skolen med (2. utg.). Oslo: Universitetsforlaget. (233 sider)
Whitted, K.S. (2011) Understanding how social and emotional skill deficits contribute to school failure. Preventing School Failure, 55, 10–16. (6 sider)
Diperna, J. C. (2006). Academic enablers and student achievement: Implications for assessment and intervention services in the schools. Psychology in the Schools, 43, p. 7–17. (10 sider)
Nyborg, G. (2014): Spesifikke spr?kvansker og atferds-, emosjonelle og sosiale vansker: Et arbeidsseminar for l?rere. Psykologi i kommunen, 4, 15–27. (13 sider)
Nyborg, G. (2013): Spesifikke spr?kvansker og atferds-, emosjonelle og sosiale vansker: Et oppf?lgingsopplegg for barn og foreldre. Psykologi i kommunen, 5, 61–73. (13 sider)