Heimildir

Anna Kristín Sigurðardóttir, Hermína Gunnþórsdóttir og Rúnar Sigþórsson. (2025). Gæði kennslu: Námstækifæri fyrir alla nemendur. Háskólaútgáfan.

Cartwright, K. B. og Duke, N. K. (2019). The DRIVE model of reading: Making the complexity of reading accessible. The Reading Teacher, 73(1), 7–15.

Duke, N. K. og Cartwright, K. B. (2019). Implications of the DRIVE model of reading: Making the complexity of reading actionable. The Reading Teacher 73(1), 123–128.

Duke, N. K. og Pearson, P. D. (2002). Effective practices for developing reading comprehension. Í Alan E. Farstrup og S. Jay Samuels (ritstj.), What research has to say about reading instruction (3. útg., bls. 205–242). International Reading Association.

Harvey, S. og Goudvis, A. (2017). Strategies that work: Teaching comprehension for understanding, engagement, and building knowledge, Grades K-8. Stenhouse Publishers.

Hoover, W. A. og Gough, P. B. (1990). The simple view of reading. Reading and Writing: An Interdisciplinary Journal, 2(2), 127–160. https://doi.org/10.1007/BF00401799

Hoover, W. A. og Tunmer, W. E. (2019). The cognitive foundations of reading and its acquisition: A framework with applications connecting teaching and learning. Í R. Malatesha Joshi (ritstj.), Literacy Studies: Perspectives from cognitive neurosciences, linguistics, psyhology and education, (20). Springer.

Liljedahl, P. (2025). Hugsandi skólastofa í stærðfræði – bók fyrir kennara á öllum skólastigum (Bjarnheiður Kristinsdóttir þýddi). Háskólaútgáfan.

Lög um grunnskóla nr. 91. (2008). https://www.althingi.is/lagas/139a/2008091.html

Menntamálastofnun. (2022). Hæfnisvið og hæfnirammar í íslensku sem öðru tungumáli: Fylgirit með kafla 19.3 í aðalnámskrá grunnskóla. Menntamálastofnun.

Mennta- og barnamálaráðuneytið. (2024). Aðalnámskrá grunnskóla. https://www.adalnamskra.is/grunnskoli

Mennta- og menningarmálaráðuneyti. (2024). Auglýsing um breytingu á aðalnámskrá grunnskóla. https://adalnamskra.cdn.prismic.io/adalnamskra/Zx-g2a8jQArTz5y__B_nr_1188_2024-3-.pdf

Mullis, I. V. S., Martin, M. O., & von Davier, M. (2021). TIMSS 2023 Assessment Frameworks. Boston College, TIMSS & PIRLS International Study Center.

National Assessment Governing Board. (2021). Mathematics framework for the 2022 and 2024 National Assessment of Educational Progress. https://www.nagb.gov/content/dam/nagb/en/documents/publications/frameworks/mathematics/2022-24-nagb-math-framework-508.pdf

OECD. (2023). PISA 2022 Assessment and Analytical Framework. OECD Publishing. https://doi.org/10.1787/dfe0bf9c-en

Reed, D. D. og Luiselli, J. K. (2011). Instructional Hierarchy. Í S. Goldstein og J. A. Naglieri (ritstj.), Encyclopedia of Child Behavior and Development (bls. 822–823). Springer US. https://doi.org/10.1007/978-0-387-79061-9_3164

Rittle-Johnson, B. og Schneider, M. (2014). Developing Conceptual and Procedural Knowledge of Mathematics. Í R. Cohen Kadosh og A. Dowker (ritstj.), The Oxford Handbook of Numerical Cognition (bls. 1118–1134). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780199642342.013.014

Scarborough, H. S. (2001). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory and practice. In S. Neuman og D. Dickinson (ritstj.). Handbook for research in early literacy (bls. 97–110). Guilford Press.

UNESCO Institute for Statistics. (2021). Global proficiency framework for mathematics: Grades 1 to 9. https://www.uis.unesco.org/sites/default/files/medias/fichiers/2025/02/Global-Proficiency-Framework-Math.pdf

UNESCO Institute for Statistics. (2020). Global proficiency framework for reading: Grades 1 to 9. https://www.uis.unesco.org/sites/default/files/medias/fichiers/2025/02/Global-Proficiency-Framework-Reading%20(1).pdf

Utdanningsdirektoratet. (2017). Rammeverk for grunnleggende ferdigheter: 2.4 Å kunne regne. https://www.udir.no/laring-og-trivsel/rammeverk/rammeverk-for-grunnleggende-ferdigheter/2.4-a-kunne-regne/