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- Mellroth, Elisabet, et al.
(author)
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En forskningscirkel för lärare om särskild begåvning i matematik
- 2016
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Reports (other academic/artistic)abstract
- Detta är en rapport från en forskningscirkel med syfte att fördjupa lärares kunskaper kring teorier om matematisk begåvning, och att leda lärarna i att vetenskapligt utforska sin egen praktik gällande att identifiera och stödja matematiskt begåvade elever. Genom utökad kunskap om matematisk begåvning och genom olika identifieringsmetoder kunde lärarna ana vilka elever som var matematiskt begåvade. Dock var ingen helt säker på att alla identifierade elever var matematiskt begåvade eller att de hade hittat alla begåvade elever. För att stödja de matematiskt begåvade i det vanliga klassrummet lades stor vikt på uppgifter. Lärarna observerade hur två utprövade uppgifter fungerade för identifierade respektive icke-identifierade elever. Identifierade elever upplevde båda uppgifterna mer positivt, de icke-identifierade blev mer positiva till framförallt den ena uppgiften efter att ha arbetat med den. Vi har bekräftat att fortbildning inom matematisk begåvning underlättar för läraren i arbetet med att upptäcka de matematiskt begåvade. Arbetet i forskningscirkeln indikerar även att den typ av uppgifter som användes, tilltalar matematiskt begåvade elever och verkar ha en positiv effekt gällande intresse och glädje för matematik även för de elever som inte blev identifierade.
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- Nakeva von Mentzer, Cecilia, et al.
(author)
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Computer-assisted intervention for children with hearing impairment : Cognitive factors and phonological change
- 2013
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In: CHSCOM2013. - : Linköping University Electronic Press.
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Conference paper (other academic/artistic)abstract
- Thirty-two children with hearing impairment (HI) using cochlear implants (CI) and/or hearing aids (HA), and sixteen with normal hearing (NH) participated in a computer-assisted intervention study that focused on perceiving and memorizing phonemic sounds. The first purpose was to study cognitive abilities in NH and HI children, how they related to phonological processing skills (PhPS) pre intervention and to phonological growth post intervention. The second purpose was to analyze children’s performance at different fine-grained levels of phonological processing, i.e. how they manipulated, stored and produced phonological entities of different size with or without semantic content. This was put in relation to children’s type of auditory stimulation (electrical; bilateral CI, bimodal: CI + HA and acoustical; bilateral HA). Results showed significant correlations between complex working memory and PhPS in children with HI but not in children with NH. This suggests different cognitive strategies in the children when dealing with phonological processing tasks. Poor phoneme discrimination was the strongest predictor of phonological growth in the children with HI as a function of training. Thus, the computer-assisted program was beneficial for HI children with weak initial phoneme discrimination skills. Children with CI showed reduced performance at fine-grained levels of receptive phonological processing but not on expressive phonological lexical tasks.
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- Nakeva von Mentzer, Cecilia, 1968-, et al.
(author)
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Datorbaserad fonologisk intervention för barn med cochleaimplantat (CI) och/eller hörapparat (HA) : effekter på fonologiska färdigheter
- 2012
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In: Logopednytt. - Stockholm, Sweden : Svenska Logopedförbundet (SLOF). - 1102-500X. ; :3, s. 18-23
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Journal article (other academic/artistic)abstract
- Children with mild to profound hearing impairment 5, 6 and 7 years of age, thirty-two using cochlear implants and/or hearing aids, and sixteen normal hearing children participated in a computer based phonological intervention study.The main design was a quasi-experimental design with three test sessions separated in time with four weeks. Each test session included tasks for phonological skills and letter knowledge. All children were asked to practice 10 minutes per day.Results showed that children with HI displayed a heterogeneous pattern of results with respect to phonological skills. Only 20 percent performed within the range of NH children; these were children with HA, except one child with CI/HA.Group comparisons at the first and last test session revealed that children with CI displayed difficulty with phonological working memory whereas children with HA showed less letter knowledge. Intervention revealed positive effects on accuracy of phoneme-grapheme correspondence for all children and a significant positive change on phonological processing skills for children with weak initial phonological skills.
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- Nakeva von Mentzer, Cecilia, et al.
(author)
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Predictors of phonological change in deaf and hard of hearing children who use cochlear implants or hearing aids
- 2014
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Other publication (other academic/artistic)abstract
- Objective: The purpose of the present study was to examine cognitive abilities (i.e., working memory (WM), lexical access, phonological processing skills (PhPS), and letter knowledge) in deaf and hard of hearing (D/HH) children in relation to a reference group with normal hearing (NH) children pre intervention with a computer-assisted program that focused on phonological coding. A more specific purpose was to explore how cognitive abilities were associated to PhPS pre intervention and to phonological change post intervention in D/HH children in general, and specifically in D/HH children with weak initial PhPS.Methods: Participants were thirty-two children using cochlear implants or hearing aids, or both in combination, and sixteen children with NH 5, 6 and 7 years of age. Children practiced with phonological coding 10 min per day for 4 weeks with support by their parents. Cognitive abilities were examined pre and post intervention.Results: NH and D/HH children displayed a similar performance level on the majority of cognitive tasks, but the D/HH children demonstrated weaker lexical access and PhPS. A significant correlation between complex WM and PhPS pre intervention was only observed in D/HH children. Weak initial performance on one phonological processing task capturing both lower level and higher level auditory processing was the main significant predictor of phonological change in all D/HH children. In D/HH children with weak initial PhPS letter naming was associated with phonological change.Conclusions: The associations between complex working memory and PhPS in D/HH children and the lack of such associations in children with NH may indicate that phonological processing skills require more cognitive resources in the D/HH children. Letter knowledge can act as a driving force for phonological change following intervention in D/HH children with weak PhPS.
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