| 1. |
- Carlsson, Rickard, 1984-, et al.
(författare)
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Community Augmented Meta-analysis
- 2021
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Ingår i: Swedish Reproducibility Network (SweRN) and 2nd annual conference of Open Science Community Sweden, Stockholm, November 25, 2021.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The presentation covers an overview of community-augmented meta-analysis (CAMA) and why CAMAs are to be preferred over traditional meta-analyses, for example that CAMAS can easily be updated when new research is published but also that syntheses are accessible and interactive to any user. The presentation also covers newly started and planned CAMAs; Evidence in learning and didactics (ELD) and in Disability research.
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| 2. |
- Fälth, Linda, 1973-, et al.
(författare)
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An intervention study to prevent ‘summer reading loss’ in a socioeconomically disadvantaged area with second language learners
- 2019
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Ingår i: Nordic Journal of Literacy Research. - : NOASP. - 2464-1596. ; 5:3, s. 10-23
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Tidskriftsartikel (refereegranskat)abstract
- Summer reading loss is a documented reality for many students. Research has established differences in the contribution of summer reading activity between children from families with different economic status. In this study, 120 students in Grade 2 and 115 students in Grade 3 from a socioeconomically vulnerable area participated in a summer reading intervention. In addition, a control group from the same schools comprised of 106 students from Grade 2 and 94 students from Grade 3. Almost 90% of the participating students did not have Swedish as their native language. The participants were tested on reading skills, including word decoding, nonsense-word reading, word comprehension and reading comprehension, before and after the summer vacation. The intervention was planned together with teachers from three participant schools and leisure centers. Before the summer holiday the schools arranged reading weeks and library visits. The students were encouraged to read at home during the vacation and record the number of books read on a digital platform. The results showed that the largest effect sizes between groups (intervention and control) were observed for word decoding in Grade 2 and word comprehension in Grade 3 where the intervention group improved more than the control group. If summer learning loss can be avoided or limited, the treatment can be considered worth implementing
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| 3. |
- Fälth, Linda, 1973-, et al.
(författare)
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Corona-pandemins påverkan på lågstadieelevers läsinlärning
- 2021
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Rapport (populärvet., debatt m.m.)abstract
- Via stiftelsen LegiLexis läsfärdighetstester har vi analyserat elevers testresultat på två läsfärdighetstester: avkodning och läsförståelse. Totalt har resultat från drygt 145 000 elever i årskurs 1–3 analyserats – drygt 60 000 elever har testats under coronapandemin och drygt 85 000 elever innan pandemin. Ingen ”coronaeffekt” kunde ses på något mått i någon årskurs inom respektivefärdighet,oavsett om man undersökte medelvärden, standardavvikelser eller andelen elever inom olika nivåer. Slutsatsen är att läsförmågan hos svenska lågstadieelever generellt inte harpåverkats negativt av coronapandemin, men att det både innan och under pandeminär många elever som inte lär sig läsa under lågstadieåren
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| 4. |
- Gustafson, Stefan, 1968-, et al.
(författare)
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Effects of a formative assessment system on early reading development
- 2019
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Ingår i: Education. - Mobile, AL, United States : Project Innovation. - 0013-1172. ; 140:1, s. 17-27
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Tidskriftsartikel (refereegranskat)abstract
- We present quantitative results from the pilot-year of a large scale Swedish educational project in reading development called LegiLexi, inspired by research within the Response to intervention and Formative assessment traditions. The vision of the project is that every pupil should reach adequate reading skills at the end of grade 3 in primary school. LegiLexi contains a formative assessment tool and a teacher course, which are linked together. We describe LegiLexi and analyze quantitative effects of the pilot year regarding reading development for pupils in grade 1. The design included three conditions; full access to LegiLexi, access only to the formative assessment tool, and control. Results showed that the group with full access to LegiLexi improved their word decoding and reading comprehension the most. For language comprehension, the Formative assessment only group showed the highest improvements. Thus, the features of LegiLexi seem to help enhance critical reading skills. Some changes will be made in the project to strengthen methodological aspects and further facilitate pupils’ reading development.
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| 5. |
- Hallin, Anna Eva, et al.
(författare)
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No learning loss in Sweden during the pandemic : Evidence from primary school reading assessments
- 2022
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Ingår i: International Journal of Educational Research. - : Elsevier. - 0883-0355 .- 1873-538X. ; 114
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Tidskriftsartikel (refereegranskat)abstract
- The COVID-19 pandemic has led to worldwide school closures, with a risk of learning loss. Sweden kept primary schools open, but it is unknown whether student and teacher absence and pandemic-related stress factors affected teaching and student progress negatively. In this study, reading assessment data from 97,073 Swedish primary school students (grades 1-3) were analysed to investigate potential learning loss. Results showed that word decoding and reading comprehension scores were not lower during the pandemic compared to before the pandemic, that students from low socio-economic backgrounds were not especially affected, and that the proportion of students with weak decoding skills did not increase during the pandemic. Study limitations are discussed. We conclude that open schools benefitted Swedish primary school students.
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| 6. |
- Johansson, Maude, et al.
(författare)
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Depressive symptoms, parental stress, and attachment style in mothers and fathers two and a half years after childbirth : Are fathers as affected as mothers?
- 2021
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Ingår i: Journal of Child Health Care. - : Sage Publications. - 1367-4935 .- 1741-2889. ; 25:3, s. 368-378
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Tidskriftsartikel (refereegranskat)abstract
- The study aimed to determine the prevalence of depressive symptoms and whether parental stress and attachment style affected depression in mothers and fathers two and a half years after the birth of a child. The parents completed several questionnaires including the Edinburgh Postnatal Depression Scale, the Swedish Parenthood Stress Questionnaire and the Relationship Questionnaire. The prevalence rate of depressive symptoms in mothers was 14.9%, while for fathers it was 11.5%. Differences between the parents identified as depressed and those without depressive symptoms were also analyzed. There were no significant differences between depressed and non-depressed parent on the secure, avoidant, and fearful attachment styles. However, there was a significant difference between groups on the preoccupied subscale. The final aim was to calculate if attachmentstyle contributed to the level of depression while accounting for the impact of parental stress. Parental stress (incompetence, social isolation and spouse relationship problems) was the bestpredictor for mothers’ depressive symptoms, while parental stress (social isolation and health) and the preoccupied attachment style were the best predictors for such symptoms in fathers. The findings indicated that parental stress and depressive symptoms are closely related and can explainthe difficulties parents face.
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| 7. |
- 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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| 8. |
- 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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| 9. |
- 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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| 10. |
- Nilvius, Camilla, 1974-, et al.
(författare)
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Tier 2 interventions within the RtI-model for developing students' word decoding – a systematic review and meta-analysis
- 2021
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Ingår i: Cogent Education. - : Taylor & Francis Group. - 2331-186X. ; 8:1
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Tidskriftsartikel (refereegranskat)abstract
- This pre-registered systematic review and meta-analysis aimed to answer if K-2 students at risk (Population) for reading impairment benefited from a response to tier 2 reading intervention (Intervention) compared to teaching as usual, (Comparator), on word decoding outcomes (Outcome), based on randomized controlled trials (Study type). Eligibility criteria were adequately sized (N > 30 per group) randomized controlled trials of tier 2 reading interventions within response to intervention targeting K-2 at risk students (percentile 40) compared with teaching as usual (TAU). Reading interventions had to be at least 20 sessions and conducted in a school setting with at least 30 students in each group and containing reading activities. Comparator could not be another intervention. Only decoding tests from Woodcock Reading Mastery Test-Revised (WRMT) and Test of Word Reading Efficiency (TOWRE) were included.Information sources: Database search was conducted 2019–05-20 in ERIC, PsycINFO, LLBA, WOS, and additionally in Google Scholar as well as a hand search in previous reviews and meta-analyses. The searches were updated on 2021–03-21. Risk of bias: Studies were assessed with Cochrane’s Risk of Bias 2, R-index and funnel plots. A random-effects model was used to analyze the effect sizes (Hedges’ g). Seven studies met the eligibility criteria but only four had sufficient data to extract for the meta-analysis. The weighted mean effect size across the four included studies was Hedges’ g = 0.31, 95% CI [0.12, 0.50] which means that the intervention group improved their decoding ability more than students receiving TAU. A Leave-one-out analysis showed that the weighted effect did not depend on a single study. Students at risk of reading difficulties benefit from tier 2 reading intervention conducted within response to intervention regarding a small effect on the students decoding ability. Only four studies met inclusion criteria and all studies had at least some risk of bias. Tier 2 reading interventions, conducted in small groups within RtI, can to some extent support decoding development as a part of reading factors.
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