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  • 1.
    af Geijerstam, Åsa
    et al.
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Edling, Agnes
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Linguistics and Philology.
    Folkeryd, Jenny
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Linguistics and Philology. Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Liberg, Caroline
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    En elev, en vecka och två texter - Perspektiv på mötet mellan elev och textkultur2002In: Svenskläraren, ISSN 0346-2412, Vol. 5, p. 14-17Article in journal (Other (popular science, discussion, etc.))
  • 2.
    Bagga-Guptha, Sangeeta
    et al.
    Örebro Universitet.
    Evaldsson, Ann-Carita
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Liberg, Caroline
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Säljö, Roger
    Göteborgs Universitet.
    Literacy-praktiker i och utanför skolan2013 (ed. 1.1)Book (Other academic)
  • 3.
    Bergvall, Ida
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Wiksten Folkeryd, Jenny
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Liberg, Caroline
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Language register in different domains of mathematics, and its importance for different groups of 8th grade students2014In: : Material1 ?Material x Språk: - Engelska Svenska Norska Arabiska Bokmål Bulgariska Danska Engelska Esperanto Estniska Finska Franska Färöiska Grönländska (Kalaallit oqaasi) Hebreiska Hindi Indonesiska Iriska Isländska Italienska Japanska Katalanska Kinesiska Koreanska Kroatiska Kurdiska Latin Lettiska Litauiska Madurese Makedonska Mongoliskt språk Nederländska Norska Nygrekiska (1453-) Nynorsk Odefinierat språk Persiska Polska Portugisiska Rumänska Ryska Samiskt språk Sanskrit Serbiska Slovakiska Slovenska Spanska Svenska Tjeckiska Turkiska Tyska Ukrainska Ungerska Urdu Vietnamesiska, 2014Conference paper (Refereed)
  • 4.
    Bergvall, Ida
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Wiksten Folkeryd, Jenny
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Liberg, Caroline
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Linguistic features and their function in different mathematical content areas in TIMSS 2011In: Nordic Studies in Mathematics EducationArticle in journal (Refereed)
  • 5.
    Folkeryd, Jenny Wiksten
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    af Geijerstam, Åsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Liberg, Caroline
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Different kinds of wrong: Marginalization processes within a reading test2017In: Marginalization Processes across Different Settings: Going beyond the Mainstream / [ed] Sangeeta Bagga-Gupta, Newcastle-upon-Tyne: Cambridge Scholars Publishing, 2017Chapter in book (Other academic)
  • 6.
    Garme, Birgitta
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Scandinavian Languages.
    Liberg, Caroline
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Berg, Elisabeth
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Hagberg-Persson, Barbro
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Lagrell, Kerstin
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Sköld Holm, Majken
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Nya språket lyfter!: Diagnosmaterial i svenska och svenska som andraspråk för grundskolans årskurs 1-52008Other (Other (popular science, discussion, etc.))
    Abstract [sv]

    Nya språket lyfter! bygger på löpande observationer av elevers tal-, läs- och skrivutveckling i den ordinarie undervisningen.

  • 7.
    Heimann Muhlenbock, Katarina
    et al.
    Göteborgs universitet.
    Johanssom K., Sofie
    Göteborgs universitet.
    Liberg, Caroline
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    af Geijerstam, Åsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Folkeryd, Jenny W.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Jönsson, Arne
    Linköpings universitet.
    Kanebrant, Erik
    Linköpings universitet.
    Falkenjack, Johan
    Linköpings universitet.
    A multivariate model for classifying texts’ readability2015In: Proceedings of the 20th Nordic Conference of Computational Linguistics / [ed] Beáta Megyesi, 2015, p. 257-261Conference paper (Refereed)
    Abstract [en]

    We report on results from using the multivariate readability model SVIT to classify texts into various levels. We investigate how the language features integrated in the SVIT model can be transformed to values on known criteria like vocabulary, grammatical fluency and propositional knowledge. Such text criteria, sensitive to content, readability and genre in combination with the profile of a student’s reading ability form the base to individually adapted texts. The procedure of levelling texts into different stages of complexity is presented along with results from the first cycle of tests conducted on 8th grade students. The results show that SVIT can be used to classify texts into different complexity levels.

  • 8.
    Heimann Mühlenbock, Katarina
    et al.
    Göteborgs universitet.
    Kanebrant, Erik
    Linköpings universitet.
    Johansson, Sofie K.
    Göteborgs universitet.
    Jönsson, Arne
    Linköpings universitet.
    Liberg, Caroline
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    af Geijerstam, Åsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Falkenjack, Johan
    Linköpings universitet.
    Folkeryd, Jenny W.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Studies on automatic assessment of students’ reading ability2014In: Proceedings of the Fifth Swedish Language Technology Conference (SLTC-14), 2014, 2014Conference paper (Refereed)
    Abstract [en]

    We report results from ongoing research on developing sophisticated measures for assessing a student’s reading ability and a tool for the student and teacher to create a profile of this ability. In the project we will also investigate how these measures can be transformed to values on known criteria like vocabulary, grammatical fluency and so forth, and how these can be used to analyse texts. Such text criteria, sensitive to content, readability and genre in combination with the profile of a student’s reading ability will form the base to individually adapted texts. Techniques and tools will be developed for selecting suitable texts, automatic summarisation of texts and automatic transformation to easy-to-read Swedish.

  • 9.
    Kanebrant, Erik
    et al.
    Linköpings universitet.
    Heimann Mühlenbock, Katarina
    Göteborgs universitet.
    Johansson Kokkinakis, Sofie
    Göteborgs universitet.
    Jönsson, Arne
    Linköpings universitet.
    Liberg, Caroline
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    af Geijerstam, Åsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Wiksten Folkeryd, Jenny
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Falkenjack, Johan
    Linköpings universitet.
    T-MASTER - A tool for assessing students’ reading abilities2015In: Proceedings of the 7th International Conference on Computer Supported Education (CSEDU 2015), Lisbon, Portugal, 2015., 2015, p. 220-227Conference paper (Refereed)
    Abstract [en]

    We present T-MASTER, a tool for assessing students’ reading skills on a variety of dimensions. T-MASTERuses sophisticated measures for assessing a student’s reading comprehension and vocabulary understanding.Texts are selected based on their difficulty using novel readability measures and tests are created based on thetexts. The results are analyzed in T-MASTER, and the numerical results are mapped to textual descriptionsthat describe the student’s reading abilities on the dimensions being analysed. These results are presented tothe teacher in a form that is easily comprehensible, and lends itself to inspection of each individual student’sresults.

  • 10.
    Liberg, Caroline
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    A close reading of reading comprehension among Swedish students in grade 42010In: The 4th IEA International Research Conference, International Association for the Evaluation of Educational Achievement; University of Gothenburg and University of Oslo, Gothenburg, Sweden 1-3 July 2010 (to be published on IEAs website: http://www.iea.nl/iea_irc.html) / [ed] IEA, 2010Conference paper (Refereed)
    Abstract [en]

    A slight decrease in Swedish students’ reading ability has recently been shown in national as well as international reading tests, e.g. PIRLS 2006. It is thus of great importance to refine the knowledge of what type of reading comprehension Swedish students at the four different levels of the international benchmarks are able to carry out. This is therefore the overall purpose of this study. Another purpose is to create a theoretical framework and a method for keeping track within a qualitative perspective of changes in students’ reading comprehension by e.g. studying trends in PIRLS. Reading comprehension is in this study discussed in terms of ‘text movability’.

    This is a notion inspired by the work of several researchers, e.g. Langer (1995) and her identification of four different ways of moving in a text in order to build an envisionment or a mental textworld. The results show that it is quite common that many students, even those at the low international benchmark, manage to get one point in a complex constructed response question. But very few manage to get two or three points, even though the only extra load in some questions is to find the answers at two or more different locations in the text. This would be of great interest to compare in an international context. Another result is that some of the Swedish students especially at the low and intermediate international benchmark have a broader repertoire of reading ability than expected.

  • 11.
    Liberg, Caroline
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.
    Analys- och tolkningsramar för elevers möte med skolans textvärldar. ”På Hamar med norsk”.2001In: Rapport fra konferansen ”Norsk på ungdomstrinnet” januar 2001. Del I: Skriving og lesing., 2001Conference paper (Refereed)
  • 12.
    Liberg, Caroline
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Languages, Department of Linguistics.
    Argumentation in early childhood.1998In: Proceedings of the seventh nordic child language symposium. Oulu 27-28 november 1998, 1998, p. 69-73Conference paper (Refereed)
  • 13.
    Liberg, Caroline
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Att bedöma elevers läsförståelse2014In: Dyslexi - aktuellt om läs- och skrivsvårigheter, ISSN 1401-2480, Vol. 19, no 4, p. 10-11Article in journal (Other academic)
  • 14.
    Liberg, Caroline
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.
    Att lära i en vidgad språklig rymd – ett språkdidaktiskt perspektiv.2003In: Språk och lärande. Rapport från ASLA:s höstsymposium, Karlstad, 7-8 november 2002, 2003, p. 22-36Conference paper (Refereed)
  • 15.
    Liberg, Caroline
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Att läsa en bok – ett exempel. I2006In: Fältanteckningar: Utbildnings- och kultursociologiska texter tillägnade Donald Broady, Uppsala: Forskningsgruppen för utbildnings- och kultursociologi (ILU), Uppsala universitet , 2006, p. 67-70Chapter in book (Other academic)
  • 16.
    Liberg, Caroline
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Att stimulera barns läs- och skrivutveckling1995In: Kontaktlärarbladet, Information för grundskolans tidigare årskurser, p. 4-5Article in journal (Other academic)
  • 17.
    Liberg, Caroline
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Att tala om innehåll och ämnesstämmor i elevtexter i tidiga skolår.2014In: Alle tiders norskdidaktiker: Festskrift til Fröydis Hertzberg på 70-årsdagen. / [ed] Rita Hvistendahl & Astrid Roe, Oslo: Novus Forlag, 2014, p. 141-156Chapter in book (Refereed)
  • 18.
    Liberg, Caroline
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Att tala om praksis - möten mellan forskning och praksisfältet.2007In: FoU i Praksis 2006: Rapport fra konferanse om praksisrettet FoU i laereutdanning / [ed] Tale M. Guldal, Geir Karlsen, Gunvor Løkken, Frode Rønning og Tove Steen-Olsen, Tapir Akademisk Forlag, 2007, p. 11-27Chapter in book (Other academic)
  • 19.
    Liberg, Caroline
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Att vara lärare: Den didaktiska reliefen.2014In: Lärande, skola, bildning: Grundbok för lärare. / [ed] Ulf P. Lundgren, Roger Säljö & Caroline Liberg, Stockholm: Natur och kultur, 2014, 3:e utgåvan, p. 335-355Chapter in book (Other academic)
  • 20.
    Liberg, Caroline
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.
    Barn i samtal.2003In: Förskoletidningen 1/2003, p. 23-26Article in journal (Other scientific)
  • 21.
    Liberg, Caroline
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Barns läs- och skrivutveckling2012In: Barnläkaren, ISSN 1651-0534, ISSN 1651-0534, no 3, p. 14-14Article in journal (Other (popular science, discussion, etc.))
  • 22.
    Liberg, Caroline
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.
    Barns läs-, skriv- och skriftröster – en teori baserad på en bred praktik2000In: Pædagogisk Rådgivning 37:4-5., p. 413-424Article in journal (Other (popular scientific, debate etc.))
  • 23.
    Liberg, Caroline
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.
    Bilder av läs- och skrivutveckling i samspel.2003In: Kobran, nallen och majj´en. Tradition och förnyelse i svensk skola och skolforskning.: Lärarhögskolan i Stockholm och Skolverket, 2003, p. 205-220Chapter in book (Other scientific)
  • 24.
    Liberg, Caroline
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Bredd i bedömning, djup i utveckling av elevers skrivande2011In: Läsning, ISSN 0349-9855, Vol. 36, no 2, p. 7-12Article in journal (Other academic)
  • 25.
    Liberg, Caroline
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Content, Voices and Writer Positions in Students’ Written Informational Texts in Early School Years.2015In: Towards a reflective society: synergies between learning, teaching and research, 2015Conference paper (Refereed)
  • 26.
    Liberg, Caroline
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Den didaktiska reliefen och undervisningstraditioner2010In: Lärande, skola, bildning: grundbok för lärare / [ed] Ulf P. Lungren, Roger Säljö & Caroline Liberg, Stockholm: Natur och kultur, 2010, p. 215-232Chapter in book (Other academic)
  • 27.
    Liberg, Caroline
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.
    Den livsvida och livslånga läs- och skrivutvecklingen och svensklärarens uppdrag2001In: Svensklärarföreningens årsskrift 2000., p. 109-124Article in journal (Other scientific)
  • 28.
    Liberg, Caroline
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Didaktiskt perspektiv på tidig läs- och skrivinlärning2012In: Nordisk morsmålsdidaktikk: Forskning, felt og fag / [ed] Sigmund Ongstad, Oslo: Novus Forlag, 2012, p. 142-161Chapter in book (Refereed)
  • 29.
    Liberg, Caroline
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Elever som textresurser i mötet med skriftspråkliga textvärldar2006In: Det hänger på språket:: lärande och språkutveckling i grundskolan., Lund: Studentlitteratur , 2006, p. 107-137Chapter in book (Other academic)
  • 30.
    Liberg, Caroline
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Elevers läs- och skrivutveckling: En teoretisk bakgrund till bedömning av elevers läs- och skrivförmåga. Ett kompetensutvecklingsmaterial från Skolverket2010Report (Other academic)
  • 31.
    Liberg, Caroline
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.
    Elevers möte med skolans textvärldar.1999In: ASLA Information, 25:2., p. 40-44Article in journal (Other scientific)
  • 32.
    Liberg, Caroline
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Ett album av bilder - teorins roll i praxisnära forskning: - teorins roll i praxisnära forskning2005In: Forskning av denna världen II : om teorins roll i praxisnära forskning, Stockholm: Vetenskapsrådet. Rapport 2005, 4. , 2005, p. 82-104Chapter in book (Other academic)
  • 33.
    Liberg, Caroline
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.
    Fact fishing and storytelling- How to do things with texts in grade five.2002In: Learning and Educational Media. The Third IARTEM Volume, 2002Conference paper (Refereed)
  • 34.
    Liberg, Caroline
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.
    Flerstämmighet, skolan och samhällsuppdraget2003In: för didaktik och utbildningspolitik., Vol. 12, p. 215-236Article in journal (Other scientific)
  • 35.
    Liberg, Caroline
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Forms of meaning making as a resource in the ongoing meaning making – to seize the moment in a pedagogical context.2005In: Semiotics from the North. Nordic Approaches to systemic functional linguistics. / [ed] Kjell Lars Berge & Eva Magerö, Oslo: Novus Press , 2005, p. 111-122Chapter in book (Other academic)
  • 36.
    Liberg, Caroline
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Från lärarutbildning till utbildningsvetenskap2011In: Det goda universitetet. Festskrift till Anders Hallberg., Uppsala: Uppsala universitet, 2011, p. 115-124Chapter in book (Other academic)
  • 37.
    Liberg, Caroline
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.
    Förnyelse och förståelse1999In: Teori & praktik nr 4/99Article in journal (Other scientific)
  • 38.
    Liberg, Caroline
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Genrepedagogik i ett didaktiskt perspektiv2009In: Språk och lärande: = Language and learning : rapport från ASLA:s höstsymposium, Stockholm, 7-8 november 2008 papers from the ASLA symposium in Stockholm, 7-8 November 2008. / [ed] Päivi Juvonen, Uppsala: Svenska föreningen för tillämpad språkvetenskap , 2009, p. 11-25Conference paper (Refereed)
  • 39.
    Liberg, Caroline
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.
    Hur använder vi språket i verkligheten?2003In: Forskning av denna världen  praxisnära forskning inom utbildningsvetenskap, 2003Conference paper (Refereed)
  • 40.
    Liberg, Caroline
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Hur barn lär sig läsa och skriva2006Book (Other (popular science, discussion, etc.))
  • 41.
    Liberg, Caroline
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Languages, Department of Linguistics.
    Hur utveckla läs- och skrivstrategier hos yngre barn1997In: Svenska i grundskolan – Metodboken, Stockholm: Almqvist & Wiksell , 1997, p. 61-65Chapter in book (Other scientific)
  • 42.
    Liberg, Caroline
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Linguistics.
    Learning to read and write1990Doctoral thesis, monograph (Other academic)
  • 43.
    Liberg, Caroline
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Lyst til skrivning, lyst til udvikling2011In: Skrivelyst og laering / [ed] Sigrid Madsbjerg & Kirsten Friis, Virum: Dansk psykologisk Forlag, 2011, p. 25-37Chapter in book (Other academic)
  • 44.
    Liberg, Caroline
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Lärandets språkliga uttryck2011In: Lärandets grunder – teorier och perspektiv: teorier och perspektiv / [ed] Mikael Jensen, Lund: Studentlitteratur, 2011, p. 167-184Chapter in book (Other academic)
  • 45.
    Liberg, Caroline
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.
    Läs- och skrivinlärning i Uppsala kommun baserad på Kvalitetsredovisning 2003. Uppsala kommun.2004Report (Other scientific)
  • 46.
    Liberg, Caroline
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.
    Läs- och skrivprocessen som ett led i undervisningen.1999In: Nationella kvalitetsgranskningar 1998. Skolverkets rapport nr 160., 1999Chapter in book (Other scientific)
  • 47.
    Liberg, Caroline
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Läs- och skrivutveckling och ett utökat läraruppdrag2008In: Att erövra världen: Dokumentation av konferensen Grundläggande färdigheter i läsning, skrivning och matematik, 26–27 november 2007, Linköpings universitet / [ed] Arne Engström, Linköping: Linköping University Electronic Press , 2008, p. 53-68Conference paper (Other academic)
    Abstract [sv]

    I den här artikeln beskrivs kritiska punkter i barns och ungas läs- och skrivutveckling baserat på forskning inom såväl det kognitiva som det sociokulturella perspektivet. I förgrunden ställs centrala språkliga förmågor som intresse och motivation för att läsa och skriva, läs- och skrivförståelse samt av- och inkodning. De här dimensionerna av läs- och skrivutvecklingen bildar förgrund och är beroende av bakgrunden som utgörs av de texter man får möta och i vilka sammanhang de här mötena sker. Artikeln avslutas med en betraktelse över ett utökat läraruppdrag som en konsekvens av vad vi idag vet om läs- och skrivutveckling.

  • 48.
    Liberg, Caroline
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Läsande, skrivande och samtalande2007In: Att läsa och skriva: forskning och beprövad erfarenhet / [ed] Annette Ewald och Birgitta Garme, Stockholm: Myndigheten för skolutveckling , 2007, p. 25-44Chapter in book (Other academic)
  • 49.
    Liberg, Caroline
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.
    Läsande, skrivande och textkulturer i tre olika skolämnen.2001In: Tekstkompetence. Rapport fra forskerkonference i nordisk netværk for tekst- og litteraturpædagogik. Kristiansand, sept 2000.: TemaNord 2001:576. nordisk Ministerråd, Köpenhamn., 2001, p. 98-107Conference paper (Refereed)
  • 50.
    Liberg, Caroline
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Med språk i bagaget2009In: Annales Academiae regiae scientiarum Upsaliensis: Kungl. Vetenskapssamhällets i Uppsala årsbok.n Vol 37, 2007-2008, Stockholm: Kungl. Vetenskapssamhället i Uppsala , 2009, p. 39-50Chapter in book (Other academic)
123 1 - 50 of 112
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