Camilla Gudmundsdatter Magnusson

• Magnusson, Camilla Gudmundsdatter & Johansen, Sondre Tarald (2024). "It's like watching a movie at quarter speed, it quickly becomes tragic" - vocational students' motivation for reading literary texts. Acta Didactica Norden (ADNO). ISSN 2535-8219. 18(1). doi: 10.5617/adno.10060.
• Siljan, Henriette Hogga; Magnusson, Camilla Gudmundsdatter & Klette, Kirsti (2024). Lesson openings in Norwegian language arts: a study of how teachers start reading lessons in 8th grade classrooms. Scandinavian Journal of Educational Research. ISSN 0031-3831. doi: 10.1080/00313831.2024.2322966.
• Magnusson, Camilla Gudmundsdatter; Luoto, Jennifer Maria & Blikstad-Balas, Marte (2023). Developing teachers’ literacy scaffolding practices—successes and challenges in a video-based longitudinal professional development intervention. Teaching and Teacher Education : An International Journal of Research and Studies. ISSN 0742-051X. 133. doi: 10.1016/j.tate.2023.104274. Full text in Research Archive
• Magnusson, Camilla Gudmundsdatter (2021). Reading Literacy Practices in Norwegian Lower- Secondary Classrooms: Examining the Patterns of Teacher Questions. Scandinavian Journal of Educational Research. ISSN 0031-3831. doi: 10.1080/00313831.2020.1869078. Full text in Research Archive Show summary

  We know from previous research that teacher questions can influence reading comprehension development; however, we know less about the reading processes that are required of students through the use of questions. The present study examines teacher questions on texts reviewed during whole class reading comprehension instruction across 51 lessons in 26 Norwegian eight-grade language arts classrooms. Through video observations, the study (a) identifies text-dependent vs. otherwise text-related teacher questions, (b) deductively examines frequency patterns of text-dependent questions based on three reading literacy processes: locating information, understanding, and reflecting/ evaluating, and (c) examines the relative time allocated to various question-response literacy interactions arising from text-dependent teacher questions. Findings showed that teachers mostly asked questions that required students to interpret or reflect, while they hardly asked any questions that required students to assess the quality and credibility of texts. Implications for the development of reading literacy proficiency required in today’s society are discussed.

• Magnusson, Camilla G. (2020). Examining the polestar of reading comprehension: one teacher's instruction in one L1 classroom and students' metacognitive knowledge of reading. L1-Educational Studies in Language and Literature. ISSN 1567-6617. doi: 10.17239/L1ESLL-2020.20.01.18. Show summary

  This qualitative study examines reading comprehension instruction and students’ metacognitive knowledge of reading in one L1 classroom at the lower secondary level. The data comprises four consecutive videotaped lessons from the same class in grades 8, 9 and 10 (N = 12), student group interviews, and an in-depth interview with the teacher. The study investigates a) the prominent features of the reading comprehension instruction in videotaped lessons, b) to what extent and how features of the observed instruction is reflected in students’ perceptions of L1 lessons, and c) students’ metacognitive knowledge of reading, i.e., what strategies they express that they would use to understand complex texts. A key finding is that the observed instruction was mainly dominated by reading comprehension strategies and language skills, which was also reflected in students’ utterances of strategies they would use themselves and emphasized as important instructional elements by the teacher. However, while the students overall expressed metacognitive knowledge of how to approach complex texts independently, they also ex-pressed a lack of variation in the provided instruction. The article discusses instructional practices, instruc-tional variation, and the necessity of reading instruction balancing between fostering basic skills and higher-order thinking at the lower-secondary level.

• Magnusson, Camilla G. & Frønes, Tove Stjern (2020). Kapittel 4. Norske elevers kunnskap om strategier for leseforståelse. In Frønes, Tove Stjern & Jensen, Fredrik (Ed.), Like muligheter til god leseforståelse? 20 år med lesing i PISA. Universitetsforlaget. ISSN 9788215040059. p. 79–106. doi: 10.18261/9788215040066-2020-04. Full text in Research Archive
• Weyergang, Cecilie & Magnusson, Camilla G. (2020). Kapittel 3. Hva er relevant lesekompetanse i dagens samfunn, og hvordan måles lesing i PISA 2018? In Frønes, Tove Stjern & Jensen, Fredrik (Ed.), Like muligheter til god leseforståelse? 20 år med lesing i PISA. Universitetsforlaget. ISSN 9788215040059. p. 46–78. doi: 10.18261/9788215040066-2020-03. Full text in Research Archive
• Magnusson, Camilla Gudmundsdatter; Roe, Astrid & Blikstad-Balas, Marte (2018). To What Extent and How Are Reading Comprehension Strategies Part of Language Arts Instruction? A Study of Lower Secondary Classrooms. Reading Research Quarterly. ISSN 0034-0553. doi: 10.1002/rrq.231.

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• Fodstad, Lars August; Minken, Martin; Norendal, Audhild; Magnusson, Camilla G.; Lånke, May & Østmoe, Tor Ivar [Show all 9 contributors for this article] (2020). Moment. Norsk for studieforberedende. VG1. Cappelen Damm AS. ISBN 9788202597337. 463 p.
• Magnusson, Camilla Gudmundsdatter (2013). Moment VG3 Norsk for studieforberedende. Cappelen Damm AS. ISBN 978-90-04-29657-2.

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• Blikstad-Balas, Marte; Magnusson, Camilla Gudmundsdatter; Brataas, Gøril & Luoto, Jennifer Maria (2024). The benefits of videos for developing teachers’ teaching repertoires, Using Video to Foster Teacher Development Improving Professional Practice through Adaptation and Reflection. Routledge. ISSN 9781003427414.
• Magnusson, Camilla Gudmundsdatter; Klette, Kirsti; Blikstad-Balas, Marte & Luoto, Jennifer Maria (2023). High-Level Classroom Discourse in Language Arts Lessons across Nordic Contexts.
• Magnusson, Camilla Gudmundsdatter (2023). Pre-Service Students’ Perceptions of Critical Literacy Teaching.
• Magnusson, Camilla Gudmundsdatter (2023). Moments of Critical Potentiality: Investigating Critical Literacy Instruction Across Nordic L1 Classrooms.
• Brevik, Lisbeth M.; Gudmundsdottir, Greta Björk; Doetjes, Gerke (Gerard); Mathé, Nora Elise Hesby; Dodou, Katherina & Barreng, Rebecca Linnéa Söderström [Show all 11 contributors for this article] (2023). Hvordan fungerer livsmestring i norske klasserom?
• Magnusson, Camilla Gudmundsdatter; Dodou, Katherina & Brevik, Lisbeth M. (2023). Det leses mye autentisk litteratur i norske klasserom. Morgenbladet. ISSN 0805-3847.
• Magnusson, Camilla Gudmundsdatter & Blikstad-Balas, Marte (2022). Video-based Instructional Coaching in Professional Development: Challenges to Implementation of Scaffolding Elements in Secondary Literacy Instruction.
• Magnusson, Camilla Gudmundsdatter (2022). Investigating Critical Literacy Instruction through Videotaped Lessons Across Nordic L1 Classrooms – Issues and Tensions in Conceptualization and Operationalization.
• Magnusson, Camilla Gudmundsdatter (2020). Bokanmeldelse av Kritisk teori i litteraturundervisningen av T. K Samoilow & P. E. Myren-Svelstad. Acta Didactica Norden (ADNO). ISSN 2535-8219. 14(3). doi: 10.5617/adno.8103.
• Magnusson, Camilla Gudmundsdatter (2019). Reading Comprehension Instruction and Students’ Metacognitive Awareness in One Effective L1 Classroom at the Lower-Secondary Level.
• Magnusson, Camilla Gudmundsdatter (2019). One teacher’s reading comprehension instruction in one classroom in grade 8, 9 and 10. Show summary

  This qualitative study is a case study of one teacher’s reading comprehension instruction in one language arts classroom at the lower-secondary level. The classroom was selected based on students' gains on the Norwegian National Test in reading, which were significantly higher than the national average. In this classroom, four consecutive language arts lessons have been videotaped at three different points in time, in grade 8, 9 and 10 (n = 12). The study investigates the prominent features of this one teacher’s reading comprehension instruction at the lower secondary level. The study is based on theories of reading comprehension instruction and how it ought to be integrated in classroom settings at the secondary level, in order to enhance students’ reading proficiency. Key findings are that the instruction is heavily targeted towards reading comprehension strategies and language skills training. The observations show that the teacher focuses on explicit strategies instruction for reading comprehension, such as getting an overview of the text before reading, making stops when reading in order to reflect and asking questions about the text, and different ways of summarizing a text. The language skills instruction focuses in particular on multiple exposures of to-be-learned words and building metalinguistic awareness

• Magnusson, Camilla Gudmundsdatter (2019). I hvilken grad og hvordan er leseforståelsesstrategier integrert i norskundervisning på ungdomstrinnet?
• Magnusson, Camilla Gudmundsdatter (2017). Reading Comprehension Strategies Instruction in Norwegian Secondary Classrooms .
• Brevik, Lisbeth M.; Gudmundsdottir, Greta Björk; Barreng, Rebecca Linnéa Söderström; Dodou, Katherina; Doetjes, Gerke (Gerard) & Evertsen, Ingrid [Show all 15 contributors for this article] (2023). Å mestre livet i 8. klasse. Perspektiver på livsmestring i klasserommet i sju fag. Rapport 2 fra forsknings- og evalueringsprosjektet EDUCATE ved Institutt for lærerutdanning og skoleforskning, Universitetet i Oslo. Universitetet i Oslo. ISSN 978-82-692498-4-2.

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