Rethinking Reading Feedback: How Teachers Shape Young Readers' Confidence
Interviewed by Amina Afif
In this interview with Amina Afif, Karianne Megard Grønli reflects on her career journey and discusses receiving the Kathleen Tattersall New Assessment Researcher Award 2026. She shares her experience, the significance of the award, and the path that led to this achievement.
In the second part, Dr. Karianne Megard Gronli, Postdoctoral Researcher at the Norwegian Reading Centre, University of Stavanger, discusses how everyday feedback during oral reading can influence children’s motivation, confidence, and identity as readers. She offers a preview of her keynote, highlighting practical, research-based strategies that help teachers balance technical reading support with feedback that empowers every child to become an active and engaged reader.
Dr. Karianne Megard Grønli
Norwegian Reading Center Faculty of Education and Art University of Stavanger
Dr Karianne Megard Grønli is a postdoctoral researcher at the Norwegian Reading Centre, University of Stavanger. Her research focuses on early reading education, assessment, and teacher feedback, with particular emphasis on how feedback practices can support students’ motivation, persistence, reading interest, and reader identity.
Her work is characterised by the use of design-based research to develop and test research-informed tools and approaches that are directly relevant for classroom practice. She combines systematic reviews, theory development, and intervention research to investigate how assessment and feedback shape classroom practices and influence the learning opportunities available to students in early reading.
Dr Grønli has a background as a primary school teacher and literacy advisor and collaborates closely with schools and teachers in her research. She is also an author of teaching materials for early literacy education.