Abstract
Historically, the driving forces behind literacy education in Norway have been the church and the state. Compulsory literacy education was introduced indirectly in 1736 as part of the preparation for the Confirmation ceremony. Widespread literacy was not achieved, however, until the beginning of the twentieth century. The major teaching tools throughout this period were alphabet books, in conjunction with phonologically-based methods. More recently other approaches, such as language experience and emergent writing, have been gaining ground.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Berge, K.L.: 1996, Norsksensorenes tekstnormer og doxa, doctoral thesis, University of Trondheim.
Bradley, L. & Bryant, P.: 1985, Rhyme and Reason in Reading and Spelling, Ann Arbor, University of Michigan Press.
Bråten, I.: 1994, Learning to Spell. Training Orthographic Problem-Solving with Poor Spellers: A Strategy Instructional Approach, Scandinavian University Press, Oslo.
Dokka, H.J.: 1989, En skole gjennom (The school through 250 years), Universitetsforlaget, Oslo.
Dysthe, O.: 1993, Writing and Talking to Learn. A Theory-Based, Interpretive Study in Three Classrooms in the USA and Norway, doctoral thesis, University of Troms.
Elsness, T.F.: 1991, ‘“Meningsfylte tekster” og den grunnleggende lese-og skriveopplaeringen’ (Meaningful texts and the basic teaching of reading and writing), in: I. Austad (ed.), Mening i tekst. Teorier og metoder i grunnleggende lese-og skriveoppl, Cappelen, Oslo.
Elley, W.B.: 1992, How in the World do Students Read? IEA Study of Reading Literacy, Hamburg: The International Association for the Evaluation of Educational Achievement.
Evensen, L.S.: 1992, ‘Emerging peaks, turbulent surfaces: advanced development in student writing’, in A.M. Langvall Olsen & A.M. Simensen (eds.), Om språk og utdanning. Festskrift til Eva Sivertesen, University Press, Oslo.
Gjessing; H.J.: 1986, ‘Function analysis as a way of subgrouping the reading disabled: Clinical and statistical analyses’, Scandinavian Journal of Educational Research 30, 95–106.
Hagtvet, B.E.: 1989, ‘Emergent literacy in Norwegian six-year-olds. From pretend writing to phonemic awareness and invented writing’, in F. Biglmaier (ed.), Reading at the Crossroads, Conference proceedings, the 6th European Conference on Reading. Berlin, 31 July-3 August, 1989.
Hagtvet, B.E., Horn, E., Lassen, L. & Lyster, S.A.H.: Prosjekt for å redusere lese-og skrivevansker (A project aimed at preventing literacy problems). Dyslektikeren 5/6.
Hertzberg, F.: 1995, ‘Uttalte og uutalte normer for vitenskapelig skriving’ (Implicit and explicit norms for scientific writing), in E.B. Johnsen (ed.), Virkelighetens forvaltere, Universitetsforlaget, Oslo.
Hoel, T.L.: 1995, Elevsamtalar om skriving i vidaregåande skole. Responsgrupper i teori og praksis (High school students’ discussions about writing), doctoral thesis, University of Trondheim.
Høien, T., Lundberg, I. & Tønnessen, F.E.: 1994, Kor godt les norske barn? (How well do Norwegian children read?), Stavanger, Senter for leseforsking.
Kirke-, utdannings-og forskningsdepartementet/ Senter for leseforskning: 1996, Kartlegging av leseferdighet, Prøver for 1, 2. og 6. klasse (Assessment of reading competence for grades 1, 2 and 6), Oslo, Nasjonalt laeremiddelsenter.
Lie, A.: 1991, ‘Effect of a training program for stimulating skills in word analysis in first grade children’, Reading Research Quarterly 26, 234–250.
Leimar, U.: 1974, Låsning på talets grund (Reading on the basis of oral language), Liber forlag, Lund, Sweden.
Lorentzen, R.T.: 1991, ‘Skriftspråkstimulering i førskolealder’ (Stimulating the written language in preschool), in: I. Austad (ed.), Mening i tekst. Teorier og metoder i grunnleggende lese-og skriveopplœring, Cappelen, Oslo.
Lundberg, I., Frost J. & Petersen, O.P.: 1988, ‘Long term effects of a preschool training program in phonological awareness’, Reading Research Quarterly 28, 263–284.
Lyster, S.A.H.: 1995, Preventing Reading and Spelling Failure: The Effects of Early Intervention Promoting Metalinguistic Ability, doctoral thesis, University of Oslo.
Olaussen, B.S.: 1992, Barns språk og lesing (Children’s language and their reading), doctoral thesis, University of Oslo.
Read, C.: 1986, Children’s Creative Spelling, Routledge & Kegan Paul, London.
Skjelfjord, V.: 1987, ‘Phonemic segmentation. An important subskill in learning to read. I og II’, Scandinavian Journal of Educational Research 31, 41–58, 81-98.
Smidt, J.: 1993, ‘Ny skriveforskning i Norge’ (Research on writing), Program for utdanningsforsknings småskrifter, NFR, 3.
Søvik, N., Arntzen, O. & Thygesen, R.: 1987b, ‘Writing characteristics of “normal”, dyslexic and dysgraphic children’, Journal of Human Movement Studies 13, 171–187.
Thygesen, R.: 1992, Språknormkonflikt og skrivevansker. En empirisk Studie av sammenhengen mellom tale-skriftsprŒkdiskrepans og utvikling av ortografiske skrivevansker (Children’s spoken language and their spelling failure), doctoral thesis, University of Trondheim.
Tveit, K.: 1991, ‘The development of popular literacy in the Nordic countries. A comparative Historical study’, Scandinavian Journal of Educational Research 35, 241–252.
Vannebo, K.I.: 1994, ‘Alfabetiseringen av Norge’ (Reading and spelling development in Norway), in B.E. Hagtvet, F. Hertzberg, & K.I. Vannebo (eds), Ferdigheter ifare?, Ad Notam Gyldendal, Oslo, 13–25.
Wiggen, G.: 1992, Rettskrivings-studier IL Kvalitativ og kvantitativ analyse av rettskrivingsavvik hos ¿stnorske barneskoleelever (A study of spelling development and spelling failure in the eastern part of Norway), doctoral thesis, University of Oslo.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 1997 Springer Science+Business Media Dordrecht
About this chapter
Cite this chapter
Hagtvet, B.E., Lyster, SA.H. (1997). Literacy Teaching in Norway. In: Edwards, V., Corson, D. (eds) Encyclopedia of Language and Education. Encyclopedia of Language and Education, vol 2. Springer, Dordrecht. https://doi.org/10.1007/978-94-011-4540-4_25
Download citation
DOI: https://doi.org/10.1007/978-94-011-4540-4_25
Publisher Name: Springer, Dordrecht
Print ISBN: 978-0-7923-4929-7
Online ISBN: 978-94-011-4540-4
eBook Packages: Springer Book Archive