Vibeke Rønneberg
Biographic Data
| ID | 9609119 |
|---|---|
| NAME | Vibeke Rønneberg |
| GIVEN NAMES | Vibeke |
| FAMILY NAME | Rønneberg |
| SIGNATURE | RØNNEBERG V |
| AFFILIATIONS | University of Stavanger |
| ORCID | 0000-0002-9113-2572 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Effects and Characteristics of Mathematics Interventions for Students with Co-Occurring Difficulties in Mathematics and Reading
Among students who have learning difficulties in mathematics and reading, co-occurring difficulties in both domains are highly prevalent. Research has shown that students with co-occurring mathematics and reading difficulties tend to have greater cognitive challenges than students who have difficulties with either mathematics or reading. It is plausible that these cognitive difficulties can influence the responsiveness to interventions. This syst…
Writing by hand or digitally in first grade
In a natural experiment we compared development of writing composition skill in five Norwegian first-grade classes in which children (N = 90) learned to compose text by handwriting on paper and in five classes in which children (N = 91) learned by typing on a digital tablet using software that additionally provided read-back via text-to-speech synthesis. Children completed narrative composition probe tasks at five timepoints over eight months, wr…
The process-disruption hypothesis
This study investigates the possibility that lack of fluency in spelling and/or typing disrupts writing processes in such a way as to cause damage to the substance (content and structure) of the resulting text. 101 children (mean age 11 years 10 months), writing in a relatively shallow orthography (Norwegian), composed argumentative essays using a simple text editor that provided accurate timing for each keystroke. Production fluency was assessed…
No prominent works on this page.
The process-disruption hypothesis
This study investigates the possibility that lack of fluency in spelling and/or typing disrupts writing processes in such a way as to cause damage to the substance (content and structure) of the resulting text. 101 children (mean age 11 years 10 months), writing in a relatively shallow orthography (Norwegian), composed argumentative essays using a simple text editor that provided accurate timing for each keystroke. Production fluency was assessed…
Writing by hand or digitally in first grade
In a natural experiment we compared development of writing composition skill in five Norwegian first-grade classes in which children (N = 90) learned to compose text by handwriting on paper and in five classes in which children (N = 91) learned by typing on a digital tablet using software that additionally provided read-back via text-to-speech synthesis. Children completed narrative composition probe tasks at five timepoints over eight months, wr…
Effects and Characteristics of Mathematics Interventions for Students with Co-Occurring Difficulties in Mathematics and Reading
Among students who have learning difficulties in mathematics and reading, co-occurring difficulties in both domains are highly prevalent. Research has shown that students with co-occurring mathematics and reading difficulties tend to have greater cognitive challenges than students who have difficulties with either mathematics or reading. It is plausible that these cognitive difficulties can influence the responsiveness to interventions. This syst…
Computer Science (2 works) · EFL/ESL Teaching and Learning (2 works) · Linguistics (2 works) · Natural language processing (2 works) · Reading and Literacy Development (2 works) · Spelling (2 works) · Writing and Handwriting Education (2 works) · Artificial Intelligence (1 work) · Cognitive psychology (1 work) · Fluency (1 work)