Ph.d projects
Michelle’s PhD Project: Deep Reading and Mindfulness – Opportunities for Deep Reading among Children and Young People in the Cultural, Physical, and Textual Learning Contexts of School
This project investigates the conditions that either hinder or promote deep reading among children aged 9 to 14. It focuses on the cognitive and affective processes involved in deep reading as they unfold in various reading situations in school settings—such as during lessons, sustained silent reading (SSR) sessions, and library visits. Deep reading processes are viewed as essential for enabling children and young people to engage with texts in ways that foster understanding and immersion. The aim of the project is to gain insights into the prerequisites that can support meaningful and sustainable reading practices in schools.
(ongoing project)
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Sussanne’s PhD Project: Towards a Differentiated Understanding of Reading Comprehension – Neurodivergent Children’s Experiences and Identities in Reading
The aim of this project is to develop knowledge about how neurodivergent children experience and engage with reading. Taking an ethnographic approach, the study explores the children’s own perspectives and lived experiences to identify the unique qualities of their reading profiles and reading identities. The goal is to contribute to a more inclusive understanding of reading and the concept of reading comprehension—thereby supporting the development of reading and learning environments that embrace children’s differences and create inclusive conditions for reading enjoyment.
(ongoing project)
Pilot Project
This pilot study investigates how children aged 9–14 read comics, and how this multimodal form of reading differs from traditional text-based reading. The aim is to gain insight into the specific cognitive processes activated when children integrate text and image, and how this type of reading contrasts with the reading of purely text-based materials.
(ongoing project)