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Public Defence: Anne Cathrine Thurmann-Moe

Cand.paed. Anne Cathrine Thurmann-Moe at the Department of Special Needs Education will defend the dissertation "Effekt av artikulatorisk bevissthetstrening på skriftspråklige ferdigheter. En randomisert kontrollert undersøkelse og en singel case studie." for the degree of PhD.

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Click here to attend the public defence via Zoom

Trial lecture - time and place

"Effektive tiltak for elever med lesevansker. Sentrale avveininger når grunnlagsforskning skal omsettes til pedagogisk praksis."


Adjudication committee

  • 1st Opponent Professor Oddny Judith Solheim, University of Stavanger
  • 2nd Opponent Senior Professor Steven J Linton, Örebro University
  • Committee Chair Professor Ona Bø Wie, University of Oslo

Chair of defence

Associate Professor Melanie Kirmess


Additional information

There is a large heterogeneity in children with dyslexia both concerning severity and the impact the disorder has on reading, spelling and academic performance in general. This actualize the need for fine-grained measurement tools in the process of diagnosis and a wider spectrum of tailored remediation programs. This project has two main purposes. First to examine the effects of articulatory consciousness training on phonological awareness and reading and spelling literacy. Secondly to discuss the functionality of Single case designs in evaluation of special needs education interventions.

The project includes two experimental studies, both conducted in collaboration with local schools. In the first study (paper 1), the sample was 129 first graders below the critical limit according to results on the mandatory national reading screening test (UDIR 2018). The design of the study was a randomized controlled trial and for each school the children meeting the criteria were allocated to either an intervention group or a control group. The intervention group got five weeks of small group delivery (20 hours) following an intervention program aiming to teach the children how to use articulatory consciousness as a tool in basic reading and spelling. The control group got “business as usual”. The results showed no significant advantage of the articulatory condition.

In the second study (paper 3), the sample (N=13) were recruited from a sample of students referred to the National Service of Special Needs Education (Statped). The participants were between 10 and 15 years and were diagnosed with dyslexia. The intervention program was mainly the same as in the first study, but the participants got eight weeks of individual training (32 hours). This study applied a single case design with in total 18 measurement occasions for each participant. The results show significant improvement from the baseline to post phase on all dependent variables for most participants. However, there were also significant effects on an external task measured at the same time points, indicating possible test effects from the repeated measurements (paper 3). Further paper two discuss` Single case design both in a broader perspective, and more specifically in the context of special needs education practice in schools. Conclusion is that the design may contribute to better practice concerning evaluation of interventions in the schools.

Published June 12, 2021 12:24 AM - Last modified June 28, 2021 3:32 PM