Child Language and Learning Projects
The research projects conducted by the members of CLL are structured in a three part-study.
Part 1: Studies of individual differences in language development
The sub-studies are interrelated since the method and hypotheses are common across all sub-studies, while the sample characteristics vary in line with the group in question.
- Cohort of Children with Norwegian as their mother tongue
- Preschool predictors of later reading comprehension ability (PhD student H. N. Hjetland)
- Language Development in Deaf Children Receiving Bilaterally Cochlear Implants (CI) within the First 18 Months of Life (Professor O. B. Wie)
- Screening for language delay in preschool children (PhD student M. Klem)
- Language and literacy development in children with Down syndrome (Associated professor K.-A.B. Næss)
- Figurative Language comprehension in Autism Spectrum Disorder (ASD) (PhD student T. Kalandadze)
- Language development in minority language children (PhD student J. Karlsen)
- Nocturnal Epileptiform Activity and Language skills (PhD student S. Systad)
- Early stuttering development, language and communication attitudes (PhD student L. S. Guttormsen)
- Overview of speech sound confusions in adults and children with cochlear implants (PhD student A. K. Rødvik)
- Assessment of Students’ Social Behavior and Decoding Skills: A review of available measurements and a validation of assessment tools for use in Norwegian Elementary School (PhD student A. Arnesen)
- Hearing in typically developing children
- Hearing level in children with Down syndrome
Part 2: Study of Interactions and Verbal Mediation in Kindergarten and School
To achieve a manageable amount of information, sample size will be restricted to 4-10 children in each group, sampled to achieve optimal within-group diversity. By thus aiming for large in-group variations while keeping strict between-group methodological coherence, we expect to shed light on a range of interesting developmental and educational issues. The focus here is on systematic in-depth studies of child-adult and child-peer interactions. For the purpose of scrutinizing the characteristics of dialogues that facilitate language development, we will build on developmental theory within child language and literacy research, in addition to socio cultural theory of mediated learning and related paradigms (Feuerstein 1980, 1981; Vygotsky, 1986).
- Educational dialogues between typically developing children and their teachers in preschool and first grade (PhD student S. Hølland)
- Children with Cochlear Implants (PhD student K.R. Holme)
- Interaction between children with delayed language development and their (pre)school Teachers (PhD student J. Kruse)
- Educational Dialogues between pupils with Down syndrome and their Teachers (PhD student L.I. Engevik)
- Interaction and dialogues in 4 - 5 years old children with Urdu/Panjabi as their mother tongue (PhD student M. Lykkenborg)
Part 3: Intervention studies
Studies with experimental design and control groups.
- Ameliorating reading difficulties: Effects of a multi-component intervention (PhD student E. I. Brinchmann)
- Effects from a pre-school intervention on language and literacy. A comparative study of Effects from an Oral-language Intervention in Norwegian L1 and L2 learners