| 1. |
- Almgren Bäck, Gunilla, et al.
(författare)
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Enhancing Middle-School Students’ Textual Expression : The Complementary Role of Speech-to-Text Technology
- 2024
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Ingår i: Reading & Writing Quarterly. - : Routledge. - 1057-3569 .- 1521-0693. ; , s. 1-16
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Tidskriftsartikel (refereegranskat)abstract
- Literature on the impact of speech-to-text (STT) technology on text production is limited, with a predominant focus on students with learning disabilities. The widespread availability of STT suggests its potential integration into regular teaching practices; however, this remains understudied. The present study explored two conditions of narrative text production—STT and keyboarding—using a counterbalanced within-group design to measure text productivity, vocabulary, and sentence construction. Eighty-one middle-school students (Grades 4 and 5), typically from regular classrooms, participated in the study. The results revealed that students produced longer texts and in less time with STT than with keyboarding, and they used more diverse vocabulary. Sentence structures revealed an increase in punctuation and sentence length with STT. The text-based measurements were positively correlated; for instance, if students produced longer texts using the keyboard, they did so similarly with STT. In conclusion, young students can benefit from STT as a complement to traditional transcription, developing their narrative textual expression and reflective skills in knowledge acquisition. The implications of these results are discussed.
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| 2. |
- Kalmendal, André, 1989-, et al.
(författare)
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Protocol: Strategy instruction for improving short‐ and long‐term writing performance on secondary and upper‐secondary students : A systematic review
- 2024
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Ingår i: Campbell Systematic Reviews. - : John Wiley & Sons. - 1891-1803. ; 20:2
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Tidskriftsartikel (refereegranskat)abstract
- This is the protocol for a Campbell systematic review. The objectives are as follows. This review aims to investigate the effectiveness of all types of teacher-delivered classroom-based strategy instruction aimed at students in the general population (all students) including struggling students (with or at-risk of academic difficulties) in ages 12–19 for increasing writing performance. The majority of previous reviews scoped all outcomes presented in the primary studies. This review will solely focus on covering three most common outcomes: story quality, story elements and word count/length.
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| 3. |
- Sand, Christina
(författare)
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Assisterande teknik - att ta till sig och producera text : Ett stöd för elever i anpassad grund- och gymnasieskola
- 2024
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Many students with intellectual disability experience significant difficulties in assimilating written text through reading and even more struggle with writing. This dissertation aims to investigate whether assistive technologies such as text-to-speech and speech-to-text contribute to providing more opportunities for students with intellectual disability to assimilate and produce text. The first study in the dissertation was a crosssectional study that examined reading and listening comprehension abilities among 70 students with mild or moderate intellectual disability in the age group of 16 to 22 years. The results showed that the students had weak decoding and reading comprehension skills and better listening comprehension. This was particularly evident for students with moderate intellectual disability. In the second study, five fourth-grade students with mild intellectual disability received a decoding intervention. Using a single-subject design, the study demonstrated that all students increased the number of decoded words after the intervention, albeit to varying degrees. For some students, additional decoding training could prove beneficial, while others require alternative approaches. The third study employed a quasi-experimental wait-list control group design involving 41 students with mild or moderate intellectual disability in upper secondary school for pupils with intellectual disability. The purpose was to investigate whether the students further increased their listening comprehension abilities after a period of intervention with text-to-speech. Additionally, there was an interest in monitoring the development of decoding skills during the intervention. The results confirmed that the students assimilated text better through listening and improved even further with listening comprehension training, but no significant differences were found. The students also improved in decoding despite not specifically training for it. The fourth study utilized a single-subject design with four students with mild intellectual disability aged 10 to 14 years. The students were trained to use speech-to-text to produce words and sentences in writing. Three of the students could hardly produce anything in writing via handwriting, while one student could read and write traditionally. However, the results showed that all students increased the number of produced words and sentences and their text quality compared to writing by hand or keyboard. In summary, the results of the four studies demonstrate that many students with intellectual disability have significant difficulties assimilating and producing text through reading and writing traditionally. Most of the students also demonstrated better listening comprehension than reading comprehension. When alternatives such as text-to-speech and speech-to-text were provided, the conditions for understanding the content of written text and the opportunities for producing written text improved. An important conclusion that can be drawn from the studies is also that students with moderate intellectual disabilities may be assumed to face greater difficulties than they actually do if they are only offered traditional reading and writing methods.
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| 4. |
- Tyni, Kristiina, 1970-, et al.
(författare)
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A systematic review and qualitative research synthesis of the lived experiences and coping of transgender and gender diverse youth 18 years or younger
- 2024
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Ingår i: International Journal of Transgender Health. - : Taylor & Francis. - 2689-5269 .- 2689-5277. ; 25:3, s. 352-388
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Forskningsöversikt (refereegranskat)abstract
- Background: Research on the daily experiences of transgender and gender diverse (TGD) youth 18 years or younger is limited, making it essential to gain a comprehensive understanding of their internal and external experiences related to gender identity.Aim: This systematic review and qualitative research synthesis fills this research gap by examining the lived experiences and coping of TGD youth, including prepubertal children.Methods: The review was pre-registered according to PROSPERO on the Open Science Framework and followed the ENTREQ reporting guidelines. A Qualitative research synthesis, according to Howell Major and Savin-Baden, was conducted.Results: Seventeen peer-reviewed articles published between 2000 and 2023 fulfilled inclusion criteria and quality assessment. Synthesized themes were: (1) “Navigating gender identity”, with two sub-themes, Meaning-making and Considering visibility (2) “Navigating relations”, with four sub-themes: Longing for belonging, Supportive actions, Lack of safety and Coping inside out (3) “Navigating society with two sub-themes Inclusion and exclusion and Beyond control. Our findings demonstrate that TGD youth view gender identity as fluid and benefit from a supportive environment that facilitates genuine exploration. Coping strategies develop intricately, influenced by multifaceted factors.Discussion: Unlike previous research on the negative effects of minority stress, our review underscores the cumulative impact of subtle daily stressors on TGD youth’s well-being, highlighting the significance of an environment where gender is not a constant concern. By shedding light on these dynamics, this synthesis contributes to a comprehensive understanding of TGD youth’s perspectives for professionals and a broader audience.
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| 5. |
- Kalmendal, André, 1989-, et al.
(författare)
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Visible learning, best practice or boondoggle? : Challenges in assessing a meta-meta-analysis
- 2023
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Ingår i: Presented at Unconference on Open Scholarship Practices in Education Research, Centre for Open Science, Charlottesville, United States of America.
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Konferensbidrag (refereegranskat)abstract
- In 2009, John Hattie released the meta-meta-review Visible Learning which summarized 800 meta-analyses into 138 possible influences on student achievement. The influences were all re-coded to a standard metric (Cohen’s d) and ranked based on their effect sizes, ranging from negative (e.g. retention), little effect (e.g., student personality), to strong influences on student achievement (e.g., Response to intervention). To this day, the general criticism has focused on discovering examples of flaws in Hattie’s approach which has been referred to as cherry-picking by proponents of Visible Learning. The purpose of this project is to conduct a rigorous systematic assessment of the presented material. This talk will go through the syntheses made in Visible Learning and also how the quality assessment of the material is done. For example, previous research indicates that several influences have combined meta-analyses despite not having similar population, intervention, comparison groups, outcomes, and study types (PICOS). The talk will also contain a practical demonstration of the codesheet and coding of the influences. The approach taken includes resources when conducting or assessing any type of meta-review.
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| 6. |
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| 7. |
- Nilsonne, Gustav, et al.
(författare)
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”Sluta betala för att få publicera forskning”
- 2023
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Ingår i: Svenska Dagbladet. - 1101-2412. ; :2023-03-28
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- Vetenskapliga tidskrifter som gömmer sina forskningsresultat bakom betalväggar har spelat ut sin roll. Nu har vi chansen att få 500 miljoner mer till forskning – bara genom att säga nej till tidskrifterna, skriver debattörer.
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| 8. |
- Nordström, Thomas, Filosofie doktor i psykologi, 1977-, et al.
(författare)
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Evaluating the Simple View of Reading Model : Longitudinal Testing and Applicability to the Swedish Language
- 2023
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Ingår i: Presented at the Quantitative research methods in education conference, QRM, Gothenburg, Sweden, June 12-13.
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Konferensbidrag (refereegranskat)abstract
- This study investigates the challenges associated with statistically evaluating the Simple View of Reading model (SVR) and its applicability to the Swedish language. The SVR model, a widely-accepted and popular framework, posits that reading comprehension (RC) is a product of two independent factors: decoding (D) and language comprehension (LC), expressed as RC = D x LC. While various statistical approaches have been employed to validate the model in English, a deep and non-transparent orthography, a consensus on a formal testing method has not been reached. Additionally, the model's functionality in other languages, such as Swedish, which has a semi-transparent orthography, remains unclear. This study has two primary objectives: 1) to longitudinally test the SVR model's validity from year 1 to 3, examining the relative contributions of decoding and language comprehension factors to reading comprehension over time using a latent variable approach, and 2) to assess the model's applicability to the Swedish language. To achieve these goals, we utilize an extensive dataset from the LegiLexi foundation, comprising data from 43,127 students across 2,666 schools and 18,006 classes. The presentation will discuss methodological and statistical considerations necessary for evaluating the SVR model, as well as the contributions of decoding and language comprehension factors to reading comprehension during primary school's learning-to-read process.
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| 9. |
- Nordström, Thomas, Filosofie doktor i psykologi, 1977-, et al.
(författare)
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Risk of bias and open science practices in systematic reviews of educational effectiveness : A meta-review
- 2023
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Ingår i: Review of Education. - : John Wiley & Sons. - 2049-6613. ; 11:3
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Tidskriftsartikel (refereegranskat)abstract
- In order to produce the most reliable syntheses of the effectiveness of educational interventions, systematic reviews need to adhere to rigorous methodological standards. This meta-review investigated risk of bias occurring while conducting a systematic review and the presence of open science practices like data sharing and reproducibility of the review procedure, in recently published reviews in education. We included all systematic reviews of educational interventions, instructions and methods for all K-12 student populations in any school form with experimental or quasi-experimental designs (an active manipulation of the intervention) with comparisons and where the outcome variables were academic performance of any kind. We searched the database Education Resources Information Center (ERIC) through the years 2019–2021. In parallel we hand-searched four major educational review journals for systematic reviews: Educational Research Review (Elsevier), Educational Review (Taylor & Francis), Review of Education (Wiley), and Review of Educational Research (AERA). Systematic reviews were assessed with the risk of bias tool ROBIS and whether the studies had pre-registered protocols, shared primary research data, and whether a third party could reproduce search strings and details of where exactly primary research data were extracted. A total of 88 studies that matched our PICOS were included in this review; of these, 10 educational systematic reviews were judged as low risk of bias (approximately 11%) . The rest were classified as high risk of bias during a shortened ROBIS assessment or assessed as high risk or unclear risk of bias following a full ROBIS assessment. Of the 10 low risk of bias reviews, 6 had detailed their search sufficiently enough for a third party to reproduce, 3 reviews shared the data from primary studies, however none had specified how and from where exactly data from primary studies were extracted. The study shows that at least a small part of systematic reviews in education has a low risk of bias, but most systematic reviews in our set of studies have high risk of bias in their methodological procedure. There are still improvements in this field to be expected as even the low risk of bias reviews are not consistent regarding pre-registered protocols, data sharing, reproducibility of primary research data and reproducible search strings.
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| 10. |
- van den Akker, Olmo R., et al.
(författare)
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Increasing the transparency of systematic reviews : presenting a generalized registration form
- 2023
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Ingår i: Systematic Reviews. - : BioMed Central (BMC). - 2046-4053. ; 12
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Tidskriftsartikel (refereegranskat)abstract
- This paper presents a generalized registration form for systematic reviews that can be used when currently available forms are not adequate. The form is designed to be applicable across disciplines (i.e., psychology, economics, law, physics, or any other field) and across review types (i.e., scoping review, review of qualitative studies, meta-analysis, or any other type of review). That means that the reviewed records may include research reports as well as archive documents, case law, books, poems, etc. Items were selected and formulated to optimize broad applicability instead of specificity, forgoing some benefits afforded by a tighter focus. This PRISMA 2020 compliant form is a fallback for more specialized forms and can be used if no specialized form or registration platform is available. When accessing this form on the Open Science Framework website, users will therefore first be guided to specialized forms when they exist. In addition to this use case, the form can also serve as a starting point for creating registration forms that cater to specific fields or review types.
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