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Sökning: WFRF:(Taube Karin)

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41.
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42.
  • Linnakylä, P, et al. (författare)
  • Factors behind Low Reading Literacy Achievement
  • 2004
  • Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 48:3, s. 231-249
  • Tidskriftsartikel (refereegranskat)
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43.
  • Linnakylä, Pirjo, et al. (författare)
  • Factors behind low reading literacy achievement.
  • 2004
  • Ingår i: Scandinavian Journal of Educational Research. - 0031-3831 .- 1470-1170. ; 48:3, s. 231-249
  • Tidskriftsartikel (refereegranskat)abstract
    • The initial results of the Programme for International Student Assessment (PISA) indicated that Finnish and Swedish students are among the best readers in all OECD countries. However, the literacy performance of 7% of Finnish and 12% of Swedish students remains at a level which is not sufficient for further studies or active citizenship. This article reports a further comparative study which explores, compares and contrasts, by means of two-level logistic regression models, students' personal, socio-economic and cultural factors and their effects on low as opposed to average reading literacy achievement in Finland and Sweden. The results indicate that the risk of being a low achiever is strongly determined by gender and by several sociocultural factors as well as by students' personal characteristics, attitudes and activities both at and outside school. The constructed model was relatively similar and predicted with approximately equal degrees of probability membership in the risk group in both countries. This lays a solid foundation for joint pedagogic developmental efforts
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44.
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45.
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46.
  • Olofsson, Åke, et al. (författare)
  • Academic Achievement of University Students with Dyslexia
  • 2015
  • Ingår i: Dyslexia. - : John Wiley & Sons. - 1076-9242 .- 1099-0909. ; 21:4, s. 338-349
  • Tidskriftsartikel (refereegranskat)abstract
    • Broadened recruitment to higher education is on the agenda in many countries, and it is also widely recognized that the number of dyslexic students entering higher education is increasing. In Sweden, as in many other European countries, higher education institutions are required to accommodate students with dyslexia. The present study focuses on the study outcome for 50 students with diagnosed dyslexia, mainly in teacher education and nurses’ training, at three universities in Northern Sweden. The students trusted their own ability to find information on the Internet but mistrusted their own abilities in reading course books and articles in English and in taking notes. The mean rate of study was 23.5 European Credit Transfer and Accumulation System credits per semester, which is slightly below the national baseline of 26.7. The results show that more than half of the students are examined at a normal rate of study but that about one fifth have a very low rate of study.
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47.
  • Olofsson, Åke, et al. (författare)
  • Att studera på universitet med dyslexi : Universitetsstudenter med dyslexi: lärandestrategier, studieresultat och konsekvenser för undervisningen
  • 2013
  • Ingår i: Resultatdialog 2013. - Stockholm : Vetenskapsrådet. - 9789173072328 ; , s. 161-169
  • Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
    • Vad händer när personer med dyslexi blir universitetsstudenter? De allra flesta klarar studiemålen, men några har lägre studietakt. Det visar sig att studenter med dyslexi till stor del kan beskrivas som långsamma läsare. De hinner inte läsa allt som de borde läsa och de har svårigheter med att hinna anteckna och med att skriva tentor, rapporter och uppsatser.De använder varierande hjälpmedel, både sådant stöd som universitetet ger och personliga metoder och strategier.Bland universitetslärarna finns meningar om att studenter med dyslexi innebär merarbete och en viss oro över hur studenterna skall klara sig i sin framtida yrkesutövning efter examen. Positiva tecken är att flera relativt enkla detaljer i undervisningens upplägg som gynnar studenter med dyslexi också är värdefulla för samtliga studenter.
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48.
  • Olofsson, Åke, et al. (författare)
  • Dyslexia and study skills in higher education : learning and teaching
  • 2011
  • Ingår i: The Eighteen Annual Conference of the Society for the Scientific Study of Reading,  St Pete Beach, Florida, July 13-16, 2011.
  • Konferensbidrag (refereegranskat)abstract
    • Purpose: To investigate how dyslexia affects university students' ability to benefit from higher education, to describe the strategies that students with these problems use, and to examine the higher education institutions' support for these students. Method: Structured and semi-structured interviews, self-reports and testing of 36 university students and interviewes with 30 lecturers from 3 Swedish higher education institutions (teacher training and nursing). Results: The students with dyslexia were found to have problems with a number of skills and academic tasks, e.g. note taking and expressing ideas in writing. Many of them described that their difficulties were long-standing and had been experienced already in elementary school, but the nature of their problems often change over time. The students seemed to make use of resources available to them, including additional time for examinations, access to dyslexia tutors and support with information technology. Conclusions: The results suggest that there are significant knowledge gaps in the educational institutions regarding people who have dyslexia, especially for students not identified formally and explicitly in the compulsory school. Such students may have a very different educational background compared to the traditional group with dyslexia and may be in need for a special type of support. It is suggested that knowledge about students with dyslexia is of great importance for the design of higher education in order to cope with new groups of students.
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49.
  • Olofsson, Åke, et al. (författare)
  • Learning and study strategies in university students with dyslexia : Implications for teaching
  • 2012
  • Ingår i: Procedia - Social and Behavioral Sciences. - : Elsevier. - 1877-0428 .- 1877-0428. ; 47, s. 1184-1193
  • Tidskriftsartikel (refereegranskat)abstract
    • This study examined how dyslexia affects students' ability to benefit fromhigher education, the strategies that successful students with these problemsuse, and the support offered by the higher education institutions. Results frominterviews, self-reports and testing of 53 university students and 42 lecturersfrom 3 Swedish universities showed that students with dyslexia have problemswith a number of skills and academic tasks, e.g. note taking and expressingideas in writing. Many of the students described that their difficulties werelong-standing and had been experienced already in elementary school. Thestudents seemed to compensate via additional time for examinations, access todyslexia tutors and support by information technology. The results indicate thatthere are significant knowledge gaps in the educational institutions regardingstudents who have dyslexia.
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50.
  • Olofsson, Åke, et al. (författare)
  • Students with dyslexia: Study skills and learning support in Swedish higher education.
  • 2011
  • Ingår i: British Dyslexia Association 8th International Conference, Harrogate, 2-4 June, 2011. - : British Dyslexia Association.
  • Konferensbidrag (refereegranskat)abstract
    • In many European countries the number of dyslexic students entering higher education is increasing. The present study focuses on how university institutions and teachers are affected by students with dyslexia, the type of support offered by the higher education institutions and the strategies used by the students with these problems. Results from interviews and self-reports of 30 university students and 25 lecturers from 3 Swedish universities showed that the students use both compensation methods offered by the institutions and personal strategies. The results indicated that there are significant knowledge gaps in the educational institutions regarding students who have dyslexia.
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