Bente E. Hagtvet – författare

Nästan allt lärande i skolan bärs fram av språket. Ju högre upp i årskurserna eleverna når, desto större krav på deras läsförståelse och kunskapsutveckling via det skrivna ordet. Men vad gör skolan för att hjälpa lässvaga elever när de inte längre befinner sig på nybörjarstadiet utan kommit långt upp i grundskolan? Vilka åtgärder sätts in när deras lärande bromsas upp av att de läser för dåligt?I Intensiv läsinlärning visar författarna att det är möjligt att vända en negativ utveckling. Tillvägagångssättet är enhetligt, praxis är teoretiskt förankrad och elevernas lässvårigheter ses i ljuset av deras socioemotionella och kognitiva färdigheter. Genom ett tätt samarbete mellan forskare, lärare och elever i så kallade intensiva läskurser vänds elevernas modlöshet till motivation, framgång och kompetens – och en efterlängtad känsla av bemästrande.Intensiv läsinlärning vänder sig till lärarstuderande och verksamma lärare i grundskolan, specialpedagoger och speciallärare samt läs- och skrivutvecklare.

A number of scholars within the social sciences and the humanities have elaborated on the cultural and psychological dimensions of living through social, economic and political crises. Still, developments during the last decade have created an awareness that something fundamental of the human condition is at stake, especially for the young generation growing up today, with a devastating environmental crisis, globalization, large scale migration, the impact of digitalization and so forth. The consequence has been increased polarization between nations, communities, and people, where the dialogue for human understanding seems to vanish. The basic rationale underlying this book is that education is a key social system where learning to take different perspectives, to stimulate dialogue and intersubjectivity are fundamental for social and cultural development. We bring together scholars from North-America and Europe, but with relevance on a global scale. The four sections in the book cover theoretical explorations referring to the power and generativity of the writings of the Norwegian scholar Ragnar Rommetveit (section 1), diverse chapters and examples on the societal conditions for dialogue and the role of education (section 2), empirical illustration on the role of digital technologies (section 3), and micro-analytical studies of learning dialogues at home, in kindergarten and school (section 4).

A number of scholars within the social sciences and the humanities have elaborated on the cultural and psychological dimensions of living through social, economic and political crises. Still, developments during the last decade have created an awareness that something fundamental of the human condition is at stake, especially for the young generation growing up today, with a devastating environmental crisis, globalization, large scale migration, the impact of digitalization and so forth. The consequence has been increased polarization between nations, communities, and people, where the dialogue for human understanding seems to vanish. The basic rationale underlying this book is that education is a key social system where learning to take different perspectives, to stimulate dialogue and intersubjectivity are fundamental for social and cultural development. We bring together scholars from North-America and Europe, but with relevance on a global scale. The four sections in the book cover theoretical explorations referring to the power and generativity of the writings of the Norwegian scholar Ragnar Rommetveit (section 1), diverse chapters and examples on the societal conditions for dialogue and the role of education (section 2), empirical illustration on the role of digital technologies (section 3), and micro-analytical studies of learning dialogues at home, in kindergarten and school (section 4).