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| 2. |
- Allwood, Jens, 1947, et al.
(författare)
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Språk och tanke
- 1977
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Ingår i: Språk och socialisation symposiet, Graninge.
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Tidskriftsartikel (refereegranskat)
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| 3. |
- Brkovic, Irma, 1977, et al.
(författare)
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Cognitive abilities and socio-economic status as predictors of reading and writing skills in early schooling : Kognitivne sposobnosti i socioekonomski status kao prediktori vjestina citanja i pisanja u ranoj skolskoj dobi
- 2015
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Ingår i: Paper presented at the Ramiro and Zoran Bujas Days, April, 15-18, Zagreb, Croatia..
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Literature offers a lot of contradictory theoretical considerations as well as empirical findings about the relationship between cognitive abilities and oral and written language skills . This study investigated nonverbal abilities and reading and writing skills in 124 2nd and 106 3rd –graders. We applied Naglieri Nonverbal Abilities Test, short culturally unbiased measure of general abilities. Reading and writing skills were assessed with Word Chains, Spelling and Reading Comprehension Test. By means of HRA we examined parental education and cognitive abilities as predictors of reading and writing skills, controlling for child’s gender. In 2nd grade, father’s education and cognitive abilities significantly predicted Reading Comprehension. In 3rd grade, cognitive abilities were also predictive of Reading Comprehension. Mother’s education did not significantly predict any of the investigated reading and writing skills.
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| 4. |
- Brkovic, Irma, 1977, et al.
(författare)
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Teachers ́ assessment of children’s oral language and literacy achievement: a multilevel approach
- 2017
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Ingår i: 18th European Conference on Developmental Psychology. Utrecht, Netherlands: August 29 - September 1.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Most of the research addressing relations between oral language and reading and writing competencies has been conducted with children having reading and/or writing difficulties. Oral language was mostly measured through its various components, such as vocabulary, with predictor(s) and criteria often sharing method variance. Also, traditional approach to data analyses often fail to account for clustered nature of data collected at both pupils´ and teachers´ level. The aim of this study was to investigate the contribution of oral language to explaining variance in three reading and writing achievement indicators in general population (word decoding speed, reading comprehension, and word spelling accuracy), taking data nesting into account. A total of 723 students (48% girls) from 2nd and 3rd grades participated, together with 31 of their teachers. Teachers assessed the quality of student´s overall use of oral language on six indicators. Reading and writing competencies were assessed by group tests: Word chains, Spelling test and Reading comprehension test, as part of a larger intervention project. Applying hierarchical linear modelling allowed us to control for data nesting and dependence of teacher´s assessments on classroom-level. Average class size was 23 pupils (ranging from 14 to 29). Intraclass correlations (ICC) were calculated for all three outcomes and predictor, and appropriateness of multilevel approach to data analysis was is confirmed. ICC for word-spelling accuracy and word decoding speed was significant for 2nd graders, and word-spelling accuracy and teachers´ assessment of oral language for 3rd graders (ranging from .07 to .24). In both grades, oral language had a significant contribution to reading and writing achievement, when controlling for gender and classroom level nesting. Gender moderated the relationship between oral language and reading comprehension in 3rd grade, with a stronger correlation among girls. The results confirmed the significant contribution of oral language for explaining reading and writing competencies.
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| 5. |
- Carlsson, Sven G., 1935, et al.
(författare)
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Psykologiska perspektiv på hälsa och handikapp
- 2000
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Ingår i: Delaktig eller utanför. Carlsson, Sven G., Hjelmquist, Erland & Lundberg, Ingvar (red.). - Umeå : Boréa. - 9189140117 ; , s. 9-12
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 6. |
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| 7. |
- Ehlers, Stephan, et al.
(författare)
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Asperger syndrome, autism and attention disorders: a comparative study of the cognitive profiles of 120 children.
- 1997
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Ingår i: Journal of Child Psychology and Psychiatry, and Allied Disciplines. - 0021-9630 .- 1469-7610. ; 38:2, s. 207-217
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Tidskriftsartikel (refereegranskat)abstract
- The Wechsler Intelligence Scale for Children-Revised (WISC-R) was applied (in a Swedish version) in 120 children with Asperger syndrome, autistic disorder, and attention disorders. Using stepwise logistic regression analysis, the WISC's discriminating ability was investigated. The overall rate of correct diagnostic classification was 63%. Further, WISC profiles were analysed within each group. The group with autistic disorder was characterised by a peak on Block Design. The Asperger syndrome group had good verbal ability and troughs on Object Assembly and Coding. The group with attention disorders had troughs on Coding and Arithmetic. The results suggest that Kaufman's Verbal Comprehension, Perceptual Organisation and Freedom from Distractibility factors rather than verbal IQ and performance IQ account for the variance on the WISC. Furthermore, the Asperger syndrome and autistic disorder groups differed in respect of "fluid" and "crystallised" cognitive ability.
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| 9. |
- Falkman, Kerstin, 1970, et al.
(författare)
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Theory of mind in children with cerebral palsy and severe speech impairment.
- 2004
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Theory of mind (ToM) refers to the ability to impute mental states to oneself and others. It has been argued that deficits in this ability are specific to individuals with autism. Recent studies on children with other communicative impairments, however, cast doubt on this suggested specific relationship. A study that investigated understanding of a range of mental states within a single group of normally developed participants suggested a three-stage model of development of ToM. Using this model a group of seven children with cerebral palsy and severe speech impairment were tested on a range of tasks requiring ToM. The findings suggest that the children in this group follow a normal pattern of development, but with a considerable delay compared with children without disability. The findings also cast further doubt on the suggested specific relationship between deficits in ToM and autism, showing that children with other disabilities also experience problems within this area, albeit be it not for the same reasons.
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| 10. |
- Falkman, Kerstin, 1970, et al.
(författare)
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Theory of mind in Children with Severe Speech and Physical Impairment (SSPI): A longitudinal study
- 2005
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Ingår i: International journal of disability, development and education. ; 52:2, s. 139-157
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Tidskriftsartikel (refereegranskat)abstract
- Six children with cerebral palsy and severe speech impairment took part in a 2-phase longitudinal study of development of social cognition. Data was collected on two occasions. The children ranged in age from 5 to 7-years-old at data collection Time 1 and from 9 to 11-years-old at data collection Time 2. Using a model of normal development of theory of mind (ToM) suggested by Gopnik and Slaughter (1991), the children were tested on a number of tasks requiring ToM. The find-ings suggest that the speech-impaired children follow a normal pattern of devel-opment, but with a severe delay compared with children without disability. The results are discussed in relation to problems in early social and communicative experience for the group of children with cerebral palsy and severe speech im-pairment.
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