Karianne Megard Grønli
PhD Candidate
Contact
Email: karianne.m.gronli@uis.no
Department
Faculty of Arts and Education
National Centre for Reading Education and Research
About me
Karianne Megard Grønli
Postdoctoral Research Fellow, Norwegian Centre for Reading Education and Research (University of Stavanger)
My path into research began in the classroom. I have over 20 years of experience as a primary school teacher and literacy coach, and have worked extensively with professional development and mentoring in early reading instruction, multilingual education, and inclusive literacy practices. As a municipal literacy advisor, I have led development initiatives and created practice-oriented plans for reading and writing instruction.
I am passionate about bridging research and educational practice and welcome collaboration on projects related to reading instruction, feedback, student motivation, and professional development. I also collaborate with FIKS at the University of Oslo, where I contribute to professional development for teachers in reading instruction through the DEKOMP program.
I am the author of the Fabel textbook series (Grades 1–4), which was awarded the Gold Prize in the Best European Learning Material Award (BELMA) in 2021, and have also developed instructional resources for upper primary students through the Engasjer project.
My research
How can feedback help children feel that they are not alone—and that reading is something they can master and even enjoy? In my doctoral work, I explored how teachers’ feedback can support students’ reading development, motivation, and belief in themselves as readers. I view reading as an interpretive skill—an active search for meaning, not merely the accurate decoding of words. Effective reading instruction must therefore combine structured decoding with support for motivation and meaning-making from the very beginning. In this way, reading instruction can offer students a sense of value, voice, and mastery.
Through the development of the Read To Me checklist, my research contributed to translating theoretical insights into a practical tool for classroom use. The findings have been published in international journals such as Review of Educational Research and Educational Psychology Review. My current research continues to examine how feedback practices in reading instruction can strengthen students’ persistence, motivation, and enjoyment—particularly for those who struggle. The goal is to develop research-based feedback strategies that promote student effort, agency, and a sense of accomplishment in their encounters with text.