Hanne Naess Hjetland
Biographic Data
| ID | 5972577 |
|---|---|
| NAME | Hanne Naess Hjetland |
| GIVEN NAMES | Hanne Naess |
| FAMILY NAME | Hjetland |
| SIGNATURE | HJETLAND H N |
| AFFILIATIONS | Education and Early Childhood Development |
| ORCID | 0000-0002-8072-402X |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 6 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Norwegian Ecec Teachers’ Didactical Approaches to Scaffolding Multilingual Children’s Language Learning
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…
A Systematic Review and Meta-Analysis of Reading and Writing Interventions for Students with Disorders of Intellectual Development
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 …
The concurrent and longitudinal relationship between narrative skills and other language skills in children
We examined the concurrent relationship between narrative skills (the Renfrew Bus Story Test) and core language measures (vocabulary, grammar and verbal memory) at age 4 and the longitudinal relationship between core language and listening comprehension skills at age 7 in a sample of 215 children using latent variables and structural equation modelling. Our main purpose was to investigate to what extent narrative retell constitutes a unique influ…
ECE teachers’ views on play-based learning
Lexical Quality Matters
The purpose of this study was to explore the hypothesis that teaching students knowledge of word forms and meanings supports the development of decoding and linguistic comprehension, which are fundamental components of reading comprehension. We examined this hypothesis by investigating the effects of a comprehensive word knowledge intervention on the language and literacy skills of poor readers. The participants included 118 monolingual third- an…
Lexical Quality Matters
The purpose of this study was to explore the hypothesis that teaching students knowledge of word forms and meanings supports the development of decoding and linguistic comprehension, which are fundamental components of reading comprehension. We examined this hypothesis by investigating the effects of a comprehensive word knowledge intervention on the language and literacy skills of poor readers. The participants included 118 monolingual third- an…
Lexical Quality Matters
The purpose of this study was to explore the hypothesis that teaching students knowledge of word forms and meanings supports the development of decoding and linguistic comprehension, which are fundamental components of reading comprehension. We examined this hypothesis by investigating the effects of a comprehensive word knowledge intervention on the language and literacy skills of poor readers. The participants included 118 monolingual third- an…
ECE teachers’ views on play-based learning
A Systematic Review and Meta-Analysis of Reading and Writing Interventions for Students with Disorders of Intellectual Development
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 …
The concurrent and longitudinal relationship between narrative skills and other language skills in children
We examined the concurrent relationship between narrative skills (the Renfrew Bus Story Test) and core language measures (vocabulary, grammar and verbal memory) at age 4 and the longitudinal relationship between core language and listening comprehension skills at age 7 in a sample of 215 children using latent variables and structural equation modelling. Our main purpose was to investigate to what extent narrative retell constitutes a unique influ…
Norwegian Ecec Teachers’ Didactical Approaches to Scaffolding Multilingual Children’s Language Learning
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…
Early Childhood Education and Development (2 works) · Language Development and Disorders (2 works) · Linguistics (2 works) · Psychology (2 works) · Reading and Literacy Development (2 works) · Active listening (1 work) · Cognitive psychology (1 work) · Communication (1 work) · Curriculum (1 work) · Developmental psychology (1 work)