Camilla Gudmundsdatter Magnusson

• Magnusson, Camilla G. (2021). Reading Literacy Practices in Norwegian Lower-Secondary Classrooms: Examining the Patterns of Teacher Questions. Scandinavian Journal of Educational Research.  ISSN 0031-3831. . doi: 10.1080/00313831.2020.1869078
• Magnusson, Camilla Gudmundsdatter (2021). Reading Literacy Practices in Norwegian Lower- Secondary Classrooms: Examining the Patterns of Teacher Questions. Scandinavian Journal of Educational Research.  ISSN 0031-3831. . doi: 10.1080/00313831.2020.1869078 Fulltekst i vitenarkiv. Vis sammendrag

  We know from previous research that teacher questions can influence reading comprehension development; however, we know less about the reading processes that are required of students through the use of questions. The present study examines teacher questions on texts reviewed during whole class reading comprehension instruction across 51 lessons in 26 Norwegian eight-grade language arts classrooms. Through video observations, the study (a) identifies text-dependent vs. otherwise text-related teacher questions, (b) deductively examines frequency patterns of text-dependent questions based on three reading literacy processes: locating information, understanding, and reflecting/ evaluating, and (c) examines the relative time allocated to various question-response literacy interactions arising from text-dependent teacher questions. Findings showed that teachers mostly asked questions that required students to interpret or reflect, while they hardly asked any questions that required students to assess the quality and credibility of texts. Implications for the development of reading literacy proficiency required in today’s society are discussed.

• Magnusson, Camilla G. (2020). Examining the polestar of reading comprehension: one teacher's instruction in one L1 classroom and students' metacognitive knowledge of reading. L1-Educational Studies in Language and Literature.  ISSN 1567-6617. . doi: 10.17239/L1ESLL-2020.20.01.18 Vis sammendrag

  This qualitative study examines reading comprehension instruction and students’ metacognitive knowledge of reading in one L1 classroom at the lower secondary level. The data comprises four consecutive videotaped lessons from the same class in grades 8, 9 and 10 (N = 12), student group interviews, and an in-depth interview with the teacher. The study investigates a) the prominent features of the reading comprehension instruction in videotaped lessons, b) to what extent and how features of the observed instruction is reflected in students’ perceptions of L1 lessons, and c) students’ metacognitive knowledge of reading, i.e., what strategies they express that they would use to understand complex texts. A key finding is that the observed instruction was mainly dominated by reading comprehension strategies and language skills, which was also reflected in students’ utterances of strategies they would use themselves and emphasized as important instructional elements by the teacher. However, while the students overall expressed metacognitive knowledge of how to approach complex texts independently, they also ex-pressed a lack of variation in the provided instruction. The article discusses instructional practices, instruc-tional variation, and the necessity of reading instruction balancing between fostering basic skills and higher-order thinking at the lower-secondary level.

• Magnusson, Camilla G. & Frønes, Tove Stjern (2020). Kapittel 4. Norske elevers kunnskap om strategier for leseforståelse, I: Tove Stjern Frønes & Fredrik Jensen (red.),  Like muligheter til god leseforståelse? 20 år med lesing i PISA.  Universitetsforlaget.  ISBN 9788215040059.  s 79 - 106 Fulltekst i vitenarkiv.
• Weyergang, Cecilie & Magnusson, Camilla G. (2020). Kapittel 3. Hva er relevant lesekompetanse i dagens samfunn, og hvordan måles lesing i PISA 2018?, I: Tove Stjern Frønes & Fredrik Jensen (red.),  Like muligheter til god leseforståelse? 20 år med lesing i PISA.  Universitetsforlaget.  ISBN 9788215040059.  s 46 - 78 Fulltekst i vitenarkiv.
• Magnusson, Camilla Gudmundsdatter; Roe, Astrid & Blikstad-Balas, Marte (2018). To What Extent and How Are Reading Comprehension Strategies Part of Language Arts Instruction? A Study of Lower Secondary Classrooms. Reading Research Quarterly.  ISSN 0034-0553. . doi: 10.1002/rrq.231

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• Fodstad, Lars August; Minken, Martin; Norendal, Audhild; Magnusson, Camilla G.; Lånke, May; Østmoe, Tor Ivar; Blikstad-Balas, Marte; Hjortland, Ole Thomassen & Antonsen, Pål Fjeldvig (2020). Moment. Norsk for studieforberedende. VG1. Cappelen Damm AS.  ISBN 9788202597337.  463 s.
• Magnusson, Camilla Gudmundsdatter (2013). Moment VG3 Norsk for studieforberedende. Cappelen Damm AS.  ISBN 978-90-04-29657-2.

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• Magnusson, Camilla Gudmundsdatter (2019). I hvilken grad og hvordan er leseforståelsesstrategier integrert i norskundervisning på ungdomstrinnet?.
• Magnusson, Camilla Gudmundsdatter (2019). One teacher’s reading comprehension instruction in one classroom in grade 8, 9 and 10. Vis sammendrag

  This qualitative study is a case study of one teacher’s reading comprehension instruction in one language arts classroom at the lower-secondary level. The classroom was selected based on students' gains on the Norwegian National Test in reading, which were significantly higher than the national average. In this classroom, four consecutive language arts lessons have been videotaped at three different points in time, in grade 8, 9 and 10 (n = 12). The study investigates the prominent features of this one teacher’s reading comprehension instruction at the lower secondary level. The study is based on theories of reading comprehension instruction and how it ought to be integrated in classroom settings at the secondary level, in order to enhance students’ reading proficiency. Key findings are that the instruction is heavily targeted towards reading comprehension strategies and language skills training. The observations show that the teacher focuses on explicit strategies instruction for reading comprehension, such as getting an overview of the text before reading, making stops when reading in order to reflect and asking questions about the text, and different ways of summarizing a text. The language skills instruction focuses in particular on multiple exposures of to-be-learned words and building metalinguistic awareness

• Magnusson, Camilla Gudmundsdatter (2019). Reading Comprehension Instruction and Students’ Metacognitive Awareness in One Effective L1 Classroom at the Lower-Secondary Level.
• Magnusson, Camilla Gudmundsdatter (2017). Reading Comprehension Strategies Instruction in Norwegian Secondary Classrooms.

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