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Forskning fremhever læreres positive selvoppfatning som en forutsetning for å kunne gi god lese- og skriveopplæring (Hodges et al., 2021); de må oppleve seg kompetente, ha handlingsrom og oppleve en tilknytning til arbeidet (Deci & Ryan, 2012). Selv om forskningslitteraturen innen motivasjon for skriving er omfattende og voksende (Camacho et al., 2021; Graham et al., 2018; Walgermo & Uppstad, under utgivelse), pekes det i litteraturen på at lærerutdannere ikke legger nok til rette for å styrke læreres positive selvoppfatninger knyttet til skriveopplæring (Cutler & Graham, 2008; Hodges et al., 2021). I denne artikkelen følger vi et autentisk undervisningsopplegg i lærerutdanningen og utforsker i hvilken grad det å gi lærerstudenter en innføring i å skrive tekster for barn i begynneropplæringen – ut over ordinær undervisning i lærerutdanningen – kan styrke studentenes forventning til egen engasjerende begynneropplæring. I et forfatterledet undervisningsopplegg fikk førsteårsstudenter i lærerutdanning en kort innføring i å skrive tekster for barn, før de selv skrev slike tekster og fikk tilbakemelding på disse. Studentenes mestringsforventning ble innhentet før og etter opplegget gjennom digitalt distribuerte spørreskjema. Som forventet opplevde studentene en signifikant økning i mestringsforventning for å skrive tekster for barn. Av større interesse er sammenhenger som kan peke mot et potensial for å styrke læreres beredskap for engasjerende begynneropplæring i klasserommet gjennom å lære å skrive tekster for barn. Diskusjonen drøfter denne muligheten i lys av teori om utvikling av mestringsforventning. ENGLISH ABSTRACT Write to me – exploration of pre-service teachers’ self-efficacy for instructing beginning writers Research has identified teachers’ positive self-beliefs as a prerequisite for their provision of highquality reading and writing instruction (Hodges et al., 2021): teachers must feel competent, have room for manoeuvre and feel engaged in their work (Deci & Ryan, 2012). There is an extensive and growing research literature on motivation for writing (Camacho et al., 2021; Graham et al., 2018), which has highlighted that teacher trainers do not give their students enough help and support to strengthen their positive self-beliefs when it comes to writing instruction (Cutler & Graham, 2008; Hodges et al., 2021). In this article, we follow an authentic teaching design in teacher training where the standard instruction included in the teacher-training programme was supplemented with an introduction to the writing of texts for children who are beginning readers. We explore whether this can help strengthen pre-service teachers’ belief that they will be able to provide engaging instruction to beginners. The teaching design in question involved a module led by a professional writer and targeting first-year students on the teaching programme, who first received a brief introduction on how to write texts for children and then wrote such texts themselves and received feedback on them. The pre-service teachers’ self-efficacy was measured before and after the module using digitally administered questionnaires. As expected, there was a statistically significant increase in their self-efficacy regarding the writing of texts for children. However, a more interesting finding is that certain circumstances suggest that learning how to write for children may help prepare pre-service teachers to provide engaging classroom instruction to beginners. In the Discussion, this possibility is considered against the background of theories on the development of self-efficacy.

Effective reading instruction requires precise assessment of the learner’s current skill level. For young learners, however, assessment often comes at a great cost: Tests take a long time and students are presented with items that are both too easy and too difficult. Recent developments in adaptive testing have the potential for solving both these challenges. In this paper, we take the path of argument-based validity (Kane, 2015) by presenting an interpretation and use argument for an upcoming adaptive test. We term this paper a study protocol, in line with the established tradition for protocols for pre-registered empirical trials. The function of the protocol is to communicate openly what often remains tacit knowledge on test development.

Som en del av det nasjonale kvalitetsvurderingssystemet for grunnopplæringen (NKVS) i norsk utdanning har vi i dag forskjellige leseprøver med ulike formål og utforminger for bruk i det 13-årige skoleløpet. I denne artikkelen tegner vi opp en historisk bakgrunn for innføringen av kartleggingsprøvene i lesing i begynneropplæringen, og peker på flere forhold som krever at man tenker nytt om dette prøvekonseptet. I artikkelen viser vi ved hjelp av data fra en longitudinell studie hvordan en kort oppgave gjennomført i slutten av 1. klasse forutsier vansker med leseforståelse i 3. klasse. Med utgangspunkt i disse resultatene drøfter vi kimen til et mulig nytt prøvekonsept med potensial for a) bedre samsvar mellom teori om lesing og måling av lesing, b) longitudinell prediksjon, og c) en prøve med forbedret pedagogisk potensial som kan gjennomføres på kortere tid. Sentralt i dette forslaget står tanken om en kort inngangsprøve som oppfyller hovedformålet om å identifisere de elevene som står i fare for å utvikle vansker med lesing. Denne følges av en utforskende del som gjennomføres en-til-en og gir læreren informasjon om hvordan vanskene arter seg. At present, the national Norwegian quality-assessment system for basic education (NKVS) includes a range of reading tests with different purposes and designs, to be administered at various points during a 13-year period of schooling. In this article, we trace the historical background to the introduction of screening tests of reading in early education and identify a number of circumstances that call for a rethink of the overall test concept. Using data from a longitudinal study, we show that scores on a brief task administered towards the end of grade 1 predict reading-comprehension difficulties in grade 3. Taking that finding as our starting point, we discuss an idea for a possible new test concept that might have the potential to (a) improve the match between reading theory and reading-skill measurements, (b) enable longitudinal prediction, and (c) take less time to administer and be more useful in an educational context. The central elements of this new test concept are a short initial test meeting the primary objective of identifying students at risk of developing reading difficulties, and a follow-up explorative part to be carried out one-on-one, which will provide the teacher with information about the nature of each student’s difficulties.

Literacy success is co-determined by skill and motivation, with early school success predicting long term achievement. Despite numerous assessments for early literacy skills, few validated and efficient measures are available for early literacy motivation. To assess the viability of measuring students’ literacy motivation before any formal instruction, we developed and validated the Survey of Early Literacy Motivation (SELM). 1171 Norwegian first-grade students were assessed in their first month of school. Competing factor models provided support for two overall dimensions: self-beliefs and interest. Self-belief was further composed of self-concept and self-efficacy; interest was unidimensional. The structure was found to be invariant across skill level and gender. A cross-validation, on an independent sample drawn from the sample population (n = 5,759), confirmed the model was well specified. Correlations with validation variables also provided evidence of validity. This work adds to the field by addressing a lack of multidimensional and culturally situated motivation instruments appropriate for young students. Students were found capable of self-reporting on their literacy motivation prior to formal instruction. The brief (12 item) and electronic format of the scale makes it feasible as a screening tool. Theoretical and classroom implications are also discussed.

The present study examines the associations among literacy interest, reader self-concept and emergent literacy skills at the very start of formal reading instruction in 1171 five- and six-year-olds. The results indicate that emergent literacy skills are directly related to reader self-concept but not to literacy interest. Further, interest moderated the relationship between emergent skills and self-concept. School starters with high literacy interest demonstrated strong reader self-concept, even if their emergent literacy skills were poor. These results suggest that the early motivational dynamics associated with the emergence of reading skill may be more complex than previous research has found them to be. The observed dynamics may have implications for the emergence of reading skill during this specific period of changing developmental context.

Som en del av det Nasjonale kvalitetsvurderingssystemet for grunnopplæringen (NKVS) i norsk utdanning har vi i dag forskjellige leseprøver med ulikt formål og utforming for bruk i det 13-årige skoleløpet. I denne artikkelen tegner vi opp en historisk bakgrunn for innføringen av kartleggingsprøvene i lesing i begynneropplæringen, og peker på flere forhold som kaller på en nytenking av dette prøvekonseptet. I artikkelen viser vi ved hjelp av data fra en longitudinell studie hvordan en kort oppgave gjennomført i slutten av første klasse predikerer vansker med leseforståelse i 3. klasse. Med utgangspunkt i disse resultatene drøfter vi kimen til et mulig nytt prøvekonsept med potensiale for a) bedre samsvar mellom teori om lesing og måling av lesing, b) longitudinell prediksjon, og c) en prøve som kan gjennomføres på kortere tid med forbedret pedagogisk potensiale. Sentralt i dette forslaget står tanken om en kort inngangsprøve som oppfyller prøvens primære formål om å identifisere de elevene som står i fare for å utvikle vansker med lesing, fulgt av en utforskende del gjennomført en-til-en som gir læreren informasjon om hvordan vansken arter seg.Nøkkelord: kartleggingsprøver i lesing, longitudinell prediksjon, tidlig innsats, dysleksi, lese- og skrivevansker, intensiv opplæring. Is it time to rethink screening tests for Reading?AbstractAs part of the national quality assessment system in education, Norwegian schools use a variety of reading test with different purposes and designs. In this study we initially provide a historical background regarding the development and implementation of the first-grade screening tests for reading. Within this historical context, we point to the need for rethinking the overall design and philosophy of these tests. Using longitudinal study data, we empirically document how a short group-administered assessment task at the end of first grade predicts difficulties in reading comprehension at the end of third grade. Based on these results we discuss the development of a new design with potentially a) better concurrence of reading theory and reading measures, b) longitudinal prediction, c) a shorter test with better pedagogical potential. Central to this idea is a short initial task that can fulfil the primary purpose of the screening, followed by an explorative, observational aspect, implemented in a one-to-one manner, that would provide greater information regarding the nature of the difficulty.Keywords: screening tests for reading, longitudinal prediction, early efforts, dyslexia, reading and writing difficulties, special education

This is an Open Access article available from Springer Previous studies have documented robust relationships between emergent literacy and later reading performance. A growing body of research has also reported associations between motivational factors and reading in early phases of reading development. However, there is less research about cross-lagged relationships between motivational factors and reading skills in beginning readers. To examine relationships between early reading skills, literacy interest and reader self-concept, we tested 1141 children twice during their first year of formal reading instruction in school. Cross-lagged analysis showed strong stability in reading skills and medium stability in literacy interest and reader self-concept over the first school year. We also found bidirectional relationships between reading skills and self-concept and between the motivational components of literacy interest and reader self-concept. In the final part of the article, we address the potential theoretical progress attainable through the use of cross-lagged designs in this field. 2, OA

Objective To explore effects of the technological interface on reading comprehension in a Norwegian school context. Participants 72 tenth graders from two different primary schools in Norway. Method The students were randomized into two groups, where the first group read two texts (1400–2000 words) in print, and the other group read the same texts as PDF on a computer screen. In addition pretests in reading comprehension, word reading and vocabulary were administered. A multiple regression analysis was carried out to investigate to what extent reading modality would influence the students’ scores on the reading comprehension measure. Conclusion Main findings show that students who read texts in print scored significantly better on the reading comprehension test than students who read the texts digitally. Implications of these findings for policymaking and test development are discussed.

Formålet med masteroppgaven vår har vært å undersøke og prøve ut et forskningsbasert undervisningsopplegg for kreativ skriving hvor vi analyserte hvordan dette undervisningsopplegget hadde innvirkning på elevenes interesse og mestringstro for skriving. Vi søkte svar på problemstillingen: Har et undervisningsopplegg i kreativ skriving innvirkning på fjerdeklassingers interesse og mestringstro for skriving? Kvantitativ metode lå til grunn for denne studien. For å samle inn data om elevenes interesse og mestringstro for skriving ble det utført en spørreundersøkelse før og etter undervisningsopplegget. 103 elever på 4. trinn gjennomførte spørreundersøkelsen. Studiens resultater tok utgangspunkt i effektstørrelser hvor Cohens d er tatt i bruk. Funnene viste at elevene er middels interessert i skriving før undervisningsopplegget og ved andre måletidspunkt, etter gjennomført undervisningsopplegg, ble det funnet signifikant økning i både elevenes mestringstro og interesse for skriving. Funnene viste at elevene har hatt moderat effekt knyttet til interesse og mestringstro for skriving etter at de deltok i undervisningsopplegget. Med bakgrunn i at forskning hevder at motivasjonen for skriving synker oppover i trinnene og at mange skriveoppgaver i skolen ikke nødvendigvis er motiverende, var våre resultat positive, og viste at med gode undervisningsopplegg kan elevenes motivasjon for skriving styrkes på relativt kort tid.