Kari-Anne B Næss

Biographic Data

ID5759973
NAMEKari-Anne B Næss
GIVEN NAMESKari-Anne B
FAMILY NAMENæss
SIGNATURENÆSS K B
AFFILIATIONSUniversity of Oslo
ORCID0000-0002-0196-1538
VERIFIEDYes
TOTAL WORKS8
TOTAL CITATIONS0
WORKS AS AUTHOR8
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2016
LATEST PUBLICATION YEAR2026
H-INDEX0

  • Norwegian Ecec Teachers’ Didactical Approaches to Scaffolding Multilingual Children’s Language Learning

    Open AccessHilde Hofslundsengen, Randi Høyland et al.ARTICLEEarly Childhood Education Journal2026

    One in five children participating in early childhood education and care (ECEC) in Norway has a home language other than Norwegian. The national ECEC curricula state general descriptions that teachers should scaffold children’s language learning. Such general didactic descriptions risk different practices among teachers. This study investigated ECEC teachers’ planned activities and scaffolding of multilingual children’s language learning from the…

  • Inclusive Education for Students With Special Education Needs in Norway

    Open AccessKari-Anne B Næss, Silje Hokstad et al.ARTICLERemedial and Special Education2024

    This narrative review aims to present and discuss the Norwegian school system as a context for inclusive education. Despite its clear political intentions, Norway lacks a common definition of inclusion and has limited insight into the quality of inclusive practices that are commonly implemented for students with special education needs (SEN) and the results of such practices. This study reveals that students with SEN are often educated in segrega…

  • Video Observation of Kindergarten Teachers’ Use of Questions in Picture-Book Reading with Quiet Multilingual Children

    Open AccessMarit M Bredesen, Kari-Anne B NæssARTICLEEducation Sciences2023

    Teacher questions asked during picture-book reading may stimulate the child’s practice of new vocabulary. However, there is great variation in children’s amount of verbal expression, and little knowledge exists about what level of openness in the questions elicits a response. We use video observation and pilot a set of digital picture-book dialog materials that are under development. The analysis included 234 questions asked during picture-book r…

  • Single-Case Writing Interventions for Students with Disorders of Intellectual Development

    Open AccessRandi Karine Bakken, Kari-Anne B Næss et al.ARTICLEEducation Sciences2022

    Students with disorders of intellectual development (ID) often experience writing difficulties, and effective interventions are highly needed. This systematic review and meta-analysis of single-case experimental design (SCED) studies summarize the effects of writing interventions for students with disorders of ID aged 4–19 years. We conducted a systematic search of seven databases, ancestral and forward searches of relevant sources, and contacted…

  • A Randomized Trial of the Digital Down Syndrome LanguagePlus (DSL+) Vocabulary Intervention Program

    Open AccessKari-Anne B Næss, Silje Hokstad et al.ARTICLERemedial and Special Education2022

    This study investigated the effect of the digital Down Syndrome LanguagePlus (DSL+) intervention on vocabulary outcomes through a school-delivered randomized controlled trial. A national sample of first graders with Down syndrome from 91 schools was allocated to an intervention group ( n = 50), which received daily intervention for 15 weeks, or a business-as-usual control group ( n = 53). The intervention involved picture book sharing and structu…

  • App-based morphological training produces lasting effects on word knowledge in primary school children

    Open AccessJanne von Koss Torkildsen, Siri Steffensen Bratlie et al.ARTICLEJournal of Educational Psychology2022

    Vocabulary, knowledge of word meanings, is essential for comprehension and production of oral and written language. It is, however, an unconstrained skill that covers a vast content area. This makes explicit teaching of every single word in a language an impossible task. Additionally, teaching the meanings of specific words is unlikely to provide transfer of knowledge to other words. We need to target knowledge and skills that are generalizable. …

  • A Systematic Review and Meta-Analysis of Reading and Writing Interventions for Students with Disorders of Intellectual Development

    Open AccessRandi Karine Bakken, Kari-Anne B Næss et al.ARTICLEEducation Sciences2021

    Students with disorders of intellectual development (ID) experience challenges in reading and writing, indicating the need for research-based interventions. This systematic review and meta-analysis investigated the effects of reading and writing interventions for students aged 4–19 with disorders of ID using randomized controlled trials (RCTs) and quasi-experimental designs (QEDs). We conducted electronic searches of relevant databases, backward …

  • Development of phonological awareness in Down syndrome

    Kari-Anne B NæssARTICLEDevelopmental Psychology2016

    Phonological awareness (PA) is the knowledge and understanding of the sound structure of language and is believed to be an important skill for the development of reading. This study explored PA skills in children with Down syndrome and matched typically developing (TD) controls using a dual approach: a meta-analysis of the existing international literature and a longitudinal empirical study. The results from both the meta-analysis and the empiric…