Linguistic Knowledge for Early Literacy Instruction: Investigating Phonological Competence in Norwegian Teacher Education – Research – Department of Teacher Education
Linguistic Knowledge for Early Literacy Instruction: Investigating Phonological Competence in Norwegian Teacher Education
This PhD project investigates preservice teachers’ knowledge of language structures that are central to early reading and writing instruction, with a particular focus on phonology and basic language constructs. The project examines both preservice teachers’ explicit linguistic knowledge and how they apply this knowledge when assessing students’ oral and written language production. It also explores how phonology-related content is represented within Norwegian teacher education programs. By combining perspectives from linguistics and literacy education, the project aims to contribute knowledge about the foundations required for effective early literacy instruction.
Project periode
2023–2027
Funding
4 years / NTNU
Research group
Section
About the project
The first article investigates preservice teachers’ explicit and implicit knowledge of basic language structures in phonology through a survey conducted across six Norwegian teacher education institutions. "Are Norwegian Preservice Teachers Prepared to Teach First Graders to Read and Write?"
The second analyzes how the same preservice teachers assess an authentic student text and seeks to provide insight into how their understanding of basic language structures in phonology is expressed in professional evaluations.
The third study explores how basic language structures in phonology are represented and taught in teacher education, and aims to present an overview of approaches to early literacy instruction across different teacher education programs.
The project aims to shed light on both existing and necessary knowledge for teaching reading and writing in early Norwegian education, and to contribute to the development of more comprehensive and research-based approaches to literacy instruction in teacher education.
Supervisors
- Heidi Brøseth, Associate Professor, NTNU
- Oddny Judith Solheim, Professor, University of Stavanger