| 1. |
- Egerhag, Helén, et al.
(author)
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Decoding intervention for L2 students in Sweden : A single-subject design study
- 2023
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In: Reading in a Foreign Language. - : University of Hawaii. - 0264-2425 .- 1539-0578. ; 35:2, s. 247-269
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Journal article (peer-reviewed)abstract
- Many second language (L2) students in Sweden struggle with reading in Swedish. There needs to be more research on how L2 students with weak word decoding skills in Swedish could be individually supported. Therefore, the current study examined the impact of a systematic and intensive word decoding intervention in Swedish among individual L2 students identified as having a risk of reading difficulties in Grade 3. A multiple-baseline single-subject design study was conducted with three L2 students with Arabic or Dari as their first language. They were provided a word decoding intervention with Bravkod. All three students improved their decoding during the intervention phase. They decoded several words in a given time (NAP=0.96-1.00) and decreased their word decoding errors (NAP=0.91-0.98). The results are promising but should be replicated to be considered evidence-based and suitable for L2 students to improve their decoding in Swedish.
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| 2. |
- Egerhag, Helén, et al.
(author)
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Promoting decoding among young students with Swedish as a first and second language within a response to intervention model
- 2023
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In: Journal of Childhood, Education & Society. - : Journal of Childhood, Education and Society. - 2717-638X. ; 4:2, s. 176-192
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Journal article (peer-reviewed)abstract
- Many young students with Swedish as their second language need support to acquire reading ability. There is a need for evidence-based reading instruction in early reading education for students with Swedish as their first or second language. Therefore, the current study investigated whether early reading education based on a Response to Intervention (RTI) model with a focus on decoding skills can promote reading ability among young students with Swedish as their first or second language. In Grades 1 and 2, 113 students with Swedish as a first and Swedish as a second language were followed. Applying the RTI model, teachers used evidence-based reading instruction in the whole class. Besides, additional instructions were provided in small groups and individually for students with weak decoding. Results of the study showed that the additional instruction provided within the RTI model had the potential to promote decoding, but to a different extent among students with Swedish as their second language. The importance of differentiated instruction, early monitoring and support, a bilingual approach in reading education for second language students, and collaboration between teachers are discussed.
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| 3. |
- Fälth, Linda, 1973-, et al.
(author)
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Decoding intervention for young students with mild intellectual disabilities : A single-subject design study
- 2023
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In: Journal of Intellectual Disabilities. - : Sage Publications. - 1744-6295 .- 1744-6309.
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Journal article (peer-reviewed)abstract
- Students with intellectual disabilities need more time and explicit instruction to develop word decoding. Most previous research on interventions among these students is performed in English. Therefore, the current study examined the impact of a word-decoding intervention in Swedish on individual students with intellectual disabilities. A single-subject-design study was conducted with five students with mild intellectual disability in the fourth grade. They needed to enhance decoding, and Swedish was their first language. Their word and non-word decoding was measured during the baseline and intervention phases. The intervention with the Wolff Intensive Program was delivered by special education teachers supporting phonemic decoding and reading fluency training during 25 sessions. All five students developed their decoding as they decoded more words in a given time (NAP=0.84-1.00) and decreased their decoding errors in both word and nonword decoding (NAP=0.72-1.00). The results are promising but need to be confirmed in additional studies.
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| 4. |
- Fälth, Linda, 1973-, et al.
(author)
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Lärares uppfattningar om arbete med läsförkunskaper i förskoleklass
- 2023
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In: HumaNetten. - : Linnaeus University. - 1403-2279. ; :51, s. 176-191
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Journal article (peer-reviewed)abstract
- I förskoleklassen, som sedan 2018 är obligatorisk för landets sexåringar, ska utbildningen bland annat ge eleverna förutsättningar att utvecklas i riktning mot godtagbara kunskaper i läsning i årskurs 3. Syftet medI föreliggande studie är att undersöka lärareundersöks lärares uppfattningar om tidig läsundervisning i förskoleklass. Data samlades in med en digital enkät. Den baserades på en tidigare studie av Sandvik m.fl. (2014) och den bestod av fem olika delskalor rörande lärares uppfattning om lärarrollen, fonologisk medvetenhet, bokstavskännedom, läs- och skrivkunnighet samt tid för att främja läsförkunskaper. Enkäten besvarades av 69 lärare i förskoleklass. Resultaten visade att majoriteten av lärarna uppfattade att det är deras roll att utveckla elevers läsförkunskaper. Ju mer lärarna ansåg att det är deras roll att utveckla elevers läsförkunskaper, desto mer tid la de på att främja dessa kunskaper. Vidare uppgav lärarna att majoriteten av deras elever kan känna igen och skriva det egna namnet i slutet av förskoleklass. Många av lärarna rapporterade också att de flesta av deras elever kan alla bokstäver och minst hälften kan läsa ord med tre bokstäver. i slutet av förskoleklass. Sammanfattningsvis visarvisade resultaten att många elever ges förutsättningar att utveckla läsförkunskaper i förskoleklass, men det finns också elever som går miste om tidig läsundervisning.
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| 5. |
- Mossige, Margunn, et al.
(author)
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Study Protocol : Text Performers—Using Speech-to-Text Technology to Support Students With Dyslexia During Text Production
- 2023
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In: Nordic Journal of Literacy Research. - : Cappelen Damm Akademisk. - 2464-1596. ; 9:2, s. 99-123
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Journal article (peer-reviewed)abstract
- This protocol article describes the background, theoretical framework, and methods for two intervention studies using assistive technology to produce text. The participants will be 15 10–12-year-old students with dyslexia from Denmark, Norway, and Sweden. The first study aims to examine how an intervention focusing on using speech-to-text technology influences texts written by students with dyslexia, and the second study aims to investigate the writing process when students with dyslexia use speech-to-text technology. Study 1 uses a multiple baseline design, whereas Study 2 uses verbal protocols.
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| 6. |
- Nilvius, Camilla, 1974-, et al.
(author)
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Examination of a multitiered RtI-model for identifying and supporting students at risk of reading difficulties in primary schools in Sweden
- 2023
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In: Scandinavian Journal of Educational Research. - : Taylor & Francis Group. - 0031-3831 .- 1470-1170.
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Journal article (peer-reviewed)abstract
- Some Swedish schools do not identify and support students with reading difficulties efficiently enough during the first years at school. A longitudinal design was used to examine a multitiered RtI-model for identifying and supporting students at risk of reading difficulties in a Swedish school context. The results demonstrated that the RtI-model could be successfully applied. The proportion of students in need of support (i.e., below the 25th percentile) was significantly reduced after two years. Compared to students in the reference group (n = 759), significantly fewer students in the RtI group (n = 113) scored below the 25th percentile in word and non-word decoding and reading comprehension in a short text at the end of Grade 2. The discussion highlights the RtI-model’s original ideas.
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| 7. |
- Roos, Helena, 1974-, et al.
(author)
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Promoting basic arithmetic competence in early school years - using a response to intervention model
- 2023
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In: Journal of Research in Special Educational Needs. - : John Wiley & Sons. - 1471-3802. ; 23:4, s. 263-388
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Journal article (peer-reviewed)abstract
- This study investigated whether mathematics education based on a multi-tiered response to intervention (RTI) model can support students' arithmetic competence in primary schools in Sweden. The intent was to identify and support students at risk of failure. In this study, 113 students participated in the intervention, and 30 students participated in the control group. Both groups were followed from Grade 1 to the end of Grade 2 and compared. During the first semester in Grade 1, all students were taught basic addition and subtraction with explicit instructions in Tier 1. Those who did not respond to Tier 1 after one semester were provided support within Tier 2 during the second semester. The same was repeated in grade 2 and the students that did not respond to Tier 2 were supported within Tier 3. At the end of Grade 2, students in the intervention group performed significantly higher on the basic arithmetic competence in the number range 1-9 than the control group. No significant difference was found in a test measuring basic arithmetic competence in the number range 10-19. This study shows that using multi-tiered RTI might be sufficient to identify and support students at risk in early arithmetic competence.
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| 8. |
- Selenius, Heidi, et al.
(author)
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Teachers’ experiences of promoting young students’ language development in inclusive settings
- 2023
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In: Journal of Childhood, Education & Society. - : Journal of Childhood, Education and Society. - 2717-638X. ; 4:1, s. 1-15
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Journal article (peer-reviewed)abstract
- Early education is essential in promoting language development for all young students. Teachers will meet 6-year-olds with various language skills in the preschool class in Sweden. They are expected to engage and involve all students in language education to promote each student’s language development. The study aimed to explore teachers’ experiences promoting language development among young students in inclusive settings. Semi-structured interviews were conducted with 17 teachers working with young students in the preschool class. All interviews were transcribed and analyzed with thematic analysis. Three themes were identified, representing the teachers’ knowledge of language development, the pedagogical approach to promoting language development, and students with special needs in oral and written language. The results are related to Shulman's (1986, 1987) framework on teachers’ competence in integrating content and pedagogical knowledge for successful teaching. Teachers in preschool classes might need education and in-service training to master young students' diverse language abilities and needs.
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