| 1. |
- Fredriksson, Ulf, 1954-, et al.
(författare)
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Do Students Correctly Estimate Their Reading Ability? : A Study of Stockholm Students in Grades 3 and 8
- 2011
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Ingår i: Reading Psychology. - Washington, D.C : Hemisphere Publishing Corp.. - 0270-2711 .- 1521-0685. ; 32:4, s. 301-321
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Tidskriftsartikel (refereegranskat)abstract
- Data from a survey in Stockholm are used to look at differences between how students´ self-concepts and self-efficacy relate to actual reading skills, differences between how boys and girls estimate their reading, and differences between how older and younger students estimate their reading. A quarter of the students made correct self-assessmmments of their reading. A majority overestimated their skills. The ability to self-assess reading skills among boys and girls seems to depend on how they are asked. There was only a small difference in favor of older students when students in Grades 3 and 8 were compared.
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| 2. |
- Fälth, Linda, 1973-, et al.
(författare)
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The Effects of a Multimodal Intervention on the Reading Skills of Struggling Students : An Exploration Across Countries
- 2023
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Ingår i: Reading Psychology. - : Taylor & Francis Group. - 0270-2711 .- 1521-0685. ; 44:3, s. 225-241
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of the present study was to investigate the effects of a multimodal program, designed for practicing reading, on reading development in struggling readers in two different countries. The research question was whether one specific training method will have a positive effect on pupils’ reading development in two different countries with different educational systems and as diverse orthographies as the shallow Croatian and the relatively deep Swedish orthography. It became clear that Swedish teachers have a tradition of implementing interventions as opposed to Croatia where there is no tradition of teachers conducting intervention studies in school. Comparing different school systems is difficult which is evident in the results that differ between the two countries. However, the results indicate that the multimodal reading training program used in the intervention had positive effects on pupils’ literacy development, including decoding, spelling, and reading comprehension in both countries.
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| 3. |
- Kerestes, Gordana, et al.
(författare)
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The Importance of Fluency in Reading: A Comparison of English, Swedish, Croatian, and Estonian
- 2024
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Ingår i: READING PSYCHOLOGY. - 0270-2711 .- 1521-0685.
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Tidskriftsartikel (refereegranskat)abstract
- We report results from children learning to read in one of four different languages: Croatian, English, Estonian and Swedish. The languages all have an alphabetical script but vary greatly on the dimension deep-shallow (or complexity-simplicity, or opacity-transparency), i.e., how close orthography and phonology are related. These languages also vary in the complexity and type of grammatical structure. We used tasks to measure phonological awareness, morpho-syntactic processing, word and pseudoword identification speed, working memory, and reading comprehension. In English, Swedish, and Croatian, fluency was the most significant predictor of reading comprehension. In Estonian, morpho-syntactic awareness was the most significant predictor, although reading fluency was a close second. Fluency was of primary importance in reading comprehension because the limitations of working memory result in fast decay of input information. Therefore, it is important to read with fluency for proper text comprehension.
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| 4. |
- Lindeblad, Emma, et al.
(författare)
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Self-Concepts and Psychological Well-Being Assessed By Beck Youth Inventory Among Pupils with Reading Difficulties
- 2016
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Ingår i: Reading Psychology. - : Informa UK Limited. - 0270-2711 .- 1521-0685. ; 37:3, s. 449-469
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Tidskriftsartikel (refereegranskat)abstract
- This study investigated the self-image and psychological well-being in 67 children and adolescents age 10–16 years with severe reading difficulties and/or dyslexia. The participants were assessed with Beck Youth Inventory regarding symptoms of depression, anxiety, and negative self-image. The results showed that the participants do not depict negative self-image and showed few symptoms of depression or anxiety at group level in comparison to a norm group. These results could be seen as contradictory to previous research. A questionnaire regarding self-efficacy was also distributed and showed that the participants had low self-knowledge about their reading impairments. The results were interpreted as a possible increase in knowledge among teachers and subsequent change in pedagogical strategies. In addition, technological advances may have improved the academic situation for dyslexic children. This study was a partial study in a larger project that aimed to evaluate the efficiency of assistive technologies for dyslexic children.
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| 5. |
- Lindholm, Anna, et al.
(författare)
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THE READING DEVELOPMENT OF SWEDISH L2 MIDDLE SCHOOL STUDENTS AND ITS RELATION TO READING STRATEGY USE
- 2019
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Ingår i: Reading Psychology. - : Informa UK Limited. - 0270-2711 .- 1521-0685. ; 40:8, s. 782-813
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Tidskriftsartikel (refereegranskat)abstract
- This two-year longitudinal study investigated Swedish L2 middle school students' reading development and its relation to reported strategy use. Reading comprehension was measured on three occasions and strategy use was examined using the Metacognitive Awareness of Reading Strategies Inventory (MARSI) scale. The results show that student reading comprehension scores develop significantly over the last two years of middle school (grades 5-6). As expected, second-generation immigrant students score higher than first-generation immigrants, but the differences are not statistically significant. The study shows no gender-related differences in relation to reading strategy use. Boys and girls use strategies to a similar extent. However, good readers reported using all types of reading strategies, particularly global strategies, to a greater extent than poor readers. Interestingly, the reading achievement of boys was strongly correlated to the reported use of global strategies, while the reading achievement of girls was not correlated to strategy use at all. Implications of the study and suggestions for further research are discussed.
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| 6. |
- Winberg, Mikael T., 1963-, et al.
(författare)
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Motivational Aspects of Students’ Amount of Reading and Affective Reading Experiences in a School Context : A Large-Scale Study of Grades 6 and 9
- 2022
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Ingår i: Reading Psychology. - : Informa UK Limited. - 0270-2711 .- 1521-0685. ; 43:7, s. 442-476
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Tidskriftsartikel (refereegranskat)abstract
- As leisure-time reading among adolescents declines in the western world, stakeholders try to increase students’ motivation for school-related reading. We examine the relationship of students’ autonomous and controlled reading motivation with their amount and experiences of school-related reading in four school subjects, controlling for students’ attitudes toward the school subjects and general attitudes toward reading. Questionnaire data were collected from 3308 students in Grades 6 and 9 at 144 schools in Sweden. Multiple linear regression indicates that students’ attitudes toward the subject are more important predictors of reading amount than their reading motivation. Motivation type was primarily related to students’ affective experiences of the reading, and only weakly related to their amount of school-related reading. Results suggest that the relationship between motivation and school-related reading differ from voluntary leisure-time reading. The study thus complements previous research which primarily has focused on the role of students’ motivation for their amount of leisure-time reading.
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| 7. |
- Österholm, Magnus, 1976-
(författare)
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What is the basis for self-assessment of comprehension when reading mathematical expository texts?
- 2015
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Ingår i: Reading Psychology. - : Routledge. - 0270-2711 .- 1521-0685. ; 36:8, s. 673-699
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this study was to characterize students’ self-assessments when reading mathematical texts, in particular regarding what students use as a basis for evaluations of their own reading comprehension. A total of 91 students read two mathematical texts, and for each text they performed a self-assessment of their comprehension and completed a test of reading comprehension. Students’ self-assessments were to a less degree based on their comprehension of the specific text read, but more based on prior experiences. However, the study also produced different results for different types of texts and when focusing on different aspects of reading comprehension.
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| 8. |
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| 9. |
- Fridberger, Anders, 1966-, et al.
(författare)
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Organ of Corti potentials and the motion of the basilar membrane
- 2004
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Ingår i: Journal of Neuroscience. - : Society for Neuroscience. - 0270-6474 .- 1529-2401. ; 24:45, s. 10057-10063
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Tidskriftsartikel (refereegranskat)abstract
- During sound stimulation, receptor potentials are generated within the sensory hair cells of the cochlea. Prevailing theory states that outer hair cells use the potential-sensitive motor protein prestin to convert receptor potentials into fast alterations of cellular length or stiffness that boost hearing sensitivity almost 1000-fold. However, receptor potentials are attenuated by the filter formed by the capacitance and resistance of the membrane of the cell. This attenuation would limit cellular motility at high stimulus frequencies, rendering the above scheme ineffective. Therefore, Dallos and Evans (1995a) proposed that extracellular potential changes within the organ of Corti could drive cellular motor proteins. These extracellular potentials are not filtered by the membrane. To test this theory, both electric potentials inside the organ of Corti and basilar membrane vibration were measured in response to acoustic stimulation. Vibrations were measured at sites very close to those interrogated by the recording electrode using laser interferometry. Close comparison of the measured electrical and mechanical tuning curves and time waveforms and their phase relationships revealed that those extracellular potentials indeed could drive outer hair cell motors. However, to achieve the sharp frequency tuning that characterizes the basilar membrane, additional mechanical processing must occur inside the organ of Corti.
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