Oddny Judith Solheim
Biographic Data
| ID | 5735403 |
|---|---|
| NAME | Oddny Judith Solheim |
| GIVEN NAMES | Oddny Judith |
| FAMILY NAME | Solheim |
| SIGNATURE | SOLHEIM O J |
| AFFILIATIONS | University of Stavanger |
| ORCID | 0000-0002-9365-9052 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 12 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
A cross-cultural study of school climate and student agency in literacy
This article examines how school climate influences student agency in literacy across schools in four countries-Italy, New Zealand, Norway, and the United States. Using data from across these areas, we conducted path analyses to identify relationships between the dimensions of student agency in literacy within each school climate factor. Results indicate that two core constructs of the hypothesized model of student agency, persistency, and intera…
A cross-cultural perspective of agency in primary contexts
Co-Teaching Implementation
School leaders play a pivotal role in fostering change and improvement, including via teacher-led interventions, such as co-teaching. Leaders’ vision and support create the conditions for teachers to maximize the effectiveness of school interventions. However, there is limited understanding of how school leaders provide support for the intervention of co-teaching. This gap in knowledge is crucial because co-teaching has the potential to be transf…
Do Students Learn More with an Additional Teacher in the Classroom? Evidence from a Field Experiment
We present a field experiment investigating treatment effects of an additional teacher in the classroom on student learning. The treatment targets literacy instruction during first and second grades. Nearly 6,000 students in 300 classrooms participated in the experiment. The treatment has on average no effects on student learning. However, boys seem to benefit, with treatment impacts of about 0.12 and 0.09 standard deviations on the national lite…
Teacher relationship skills and student learning
Despite extensive evidence on variation in teacher value-added, we have a limited understanding of why some teachers are more effective in promoting human capital than others. Using rich, high-quality data from Norway, we introduce and validate a new approach to measuring teachers’ overall capacity to form positive relationships in the classroom, relying on student survey items previously developed and validated (at the student level) in the educ…
Gender differences in early literacy
Research consistently documents that girls outperform boys in literacy achievement, yet, when considering the starting point—early literacy—we do not have consensus on the origin, meaningful nature, or persistence of such differences. In this two-part study analyzing 5,816 Norwegian students (48.1% girls, average age of 6.1 years), we first considered the presence and meaningful nature of gender differences at school entry. Presence of difference…
Critically Reviewing GraphoGame Across the World
Overall, game‐based technology for early reading instruction has not robustly met the learning potentials of young readers. To better understand the effects and limitations of computer‐assisted instruction in classrooms, researchers have called for more critical attention to learning theory, methodological selection, and context for learning. GraphoGame ( GG ), an adaptive serious game designed to prevent reading difficulties through the promotio…
Do you read me? Associations between perceived teacher emotional support, reader self-concept, and reading achievement
The aim of the current study was to examine the associations among perceived teacher emotional support, reader self-concept, and reading achievement in a sample of children (n = 2888) at the end of first grade. Structural equation modelling revealed significant relations between perceived teacher emotional support and reader self-concept and between reader self-concept and reading achievement. No direct association was found between perceived tea…
How can we determine students’ motivation for reading before formal instruction? Results from a self-beliefs and interest scale validation
Literacy interest and reader self-concept when formal reading instruction begins
The present study examines the associations among literacy interest, reader self-concept and emergent literacy skills at the very start of formal reading instruction in 1171 five- and six-year-olds. The results indicate that emergent literacy skills are directly related to reader self-concept but not to literacy interest. Further, interest moderated the relationship between emergent skills and self-concept. School starters with high literacy inte…
Aspects of Fluency in Writing
Critically Reviewing GraphoGame Across the World
Overall, game‐based technology for early reading instruction has not robustly met the learning potentials of young readers. To better understand the effects and limitations of computer‐assisted instruction in classrooms, researchers have called for more critical attention to learning theory, methodological selection, and context for learning. GraphoGame ( GG ), an adaptive serious game designed to prevent reading difficulties through the promotio…
How can we determine students’ motivation for reading before formal instruction? Results from a self-beliefs and interest scale validation
Literacy interest and reader self-concept when formal reading instruction begins
The present study examines the associations among literacy interest, reader self-concept and emergent literacy skills at the very start of formal reading instruction in 1171 five- and six-year-olds. The results indicate that emergent literacy skills are directly related to reader self-concept but not to literacy interest. Further, interest moderated the relationship between emergent skills and self-concept. School starters with high literacy inte…
Do you read me? Associations between perceived teacher emotional support, reader self-concept, and reading achievement
The aim of the current study was to examine the associations among perceived teacher emotional support, reader self-concept, and reading achievement in a sample of children (n = 2888) at the end of first grade. Structural equation modelling revealed significant relations between perceived teacher emotional support and reader self-concept and between reader self-concept and reading achievement. No direct association was found between perceived tea…
Aspects of Fluency in Writing
Literacy interest and reader self-concept when formal reading instruction begins
The present study examines the associations among literacy interest, reader self-concept and emergent literacy skills at the very start of formal reading instruction in 1171 five- and six-year-olds. The results indicate that emergent literacy skills are directly related to reader self-concept but not to literacy interest. Further, interest moderated the relationship between emergent skills and self-concept. School starters with high literacy inte…
Do you read me? Associations between perceived teacher emotional support, reader self-concept, and reading achievement
The aim of the current study was to examine the associations among perceived teacher emotional support, reader self-concept, and reading achievement in a sample of children (n = 2888) at the end of first grade. Structural equation modelling revealed significant relations between perceived teacher emotional support and reader self-concept and between reader self-concept and reading achievement. No direct association was found between perceived tea…
How can we determine students’ motivation for reading before formal instruction? Results from a self-beliefs and interest scale validation
Critically Reviewing GraphoGame Across the World
Overall, game‐based technology for early reading instruction has not robustly met the learning potentials of young readers. To better understand the effects and limitations of computer‐assisted instruction in classrooms, researchers have called for more critical attention to learning theory, methodological selection, and context for learning. GraphoGame ( GG ), an adaptive serious game designed to prevent reading difficulties through the promotio…
Gender differences in early literacy
Research consistently documents that girls outperform boys in literacy achievement, yet, when considering the starting point—early literacy—we do not have consensus on the origin, meaningful nature, or persistence of such differences. In this two-part study analyzing 5,816 Norwegian students (48.1% girls, average age of 6.1 years), we first considered the presence and meaningful nature of gender differences at school entry. Presence of difference…
Teacher relationship skills and student learning
Despite extensive evidence on variation in teacher value-added, we have a limited understanding of why some teachers are more effective in promoting human capital than others. Using rich, high-quality data from Norway, we introduce and validate a new approach to measuring teachers’ overall capacity to form positive relationships in the classroom, relying on student survey items previously developed and validated (at the student level) in the educ…
Co-Teaching Implementation
School leaders play a pivotal role in fostering change and improvement, including via teacher-led interventions, such as co-teaching. Leaders’ vision and support create the conditions for teachers to maximize the effectiveness of school interventions. However, there is limited understanding of how school leaders provide support for the intervention of co-teaching. This gap in knowledge is crucial because co-teaching has the potential to be transf…
Do Students Learn More with an Additional Teacher in the Classroom? Evidence from a Field Experiment
We present a field experiment investigating treatment effects of an additional teacher in the classroom on student learning. The treatment targets literacy instruction during first and second grades. Nearly 6,000 students in 300 classrooms participated in the experiment. The treatment has on average no effects on student learning. However, boys seem to benefit, with treatment impacts of about 0.12 and 0.09 standard deviations on the national lite…
A cross-cultural perspective of agency in primary contexts
A cross-cultural study of school climate and student agency in literacy
This article examines how school climate influences student agency in literacy across schools in four countries-Italy, New Zealand, Norway, and the United States. Using data from across these areas, we conducted path analyses to identify relationships between the dimensions of student agency in literacy within each school climate factor. Results indicate that two core constructs of the hypothesized model of student agency, persistency, and intera…
Psychology (11 works) · Mathematics education (8 works) · Pedagogy (8 works) · Parental Involvement in Education (7 works) · Literacy (6 works) · Reading and Literacy Development (6 works) · Early Childhood Education and Development (4 works) · Reading (process (4 works) · Teacher Education and Leadership Studies (4 works) · Child Development and Digital Technology (3 works)