Bjarte Furnes

TL;DR: Tests of structural invariance show that models of early literacy development are highly transferable across languages and results demonstrated that RAN was more related to reading than spelling across orthographies, with the opposite pattern shown for PA.

TL;DR: The authors conclude that phonological awareness diminishes as a predictor of reading difficulties in transparent orthographies after the first years of schooling, that RAN is a better long-term predictor ofReading difficulties, and that phonology awareness is associated with spelling difficulties similarly in transparent and opaque orthographies.

TL;DR: The importance of cognitive and language skills on reading and spelling development was investigated in a cross-linguistic longitudinal study of 737 English-speaking children (US/Australia) and 169 Scandinavian children (Norway/Sweden) from preschool to Kindergarten and Grade 1.

TL;DR: Ackerman et al. as discussed by the authors explored the relationship between metacognitive experiences and learning for digital versus non-digital texts and found that study media did not influence metacognition, learning, or metACognitive accuracy.

TL;DR: Whether and how a student-response system can open for a formative feedback practice in lectures and thereby support students' ability to monitor their own learning, as well as supply insight into how students engage with the feedback in their course work is addressed.