| 1. |
- Brkovic, Irma, 1977, et al.
(författare)
-
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
-
Ingår i: Paper presented at the Ramiro and Zoran Bujas Days, April, 15-18, Zagreb, Croatia..
-
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.
|
|
| 2. |
- Brkovic, Irma, 1977, et al.
(författare)
-
Teachers ́ assessment of children’s oral language and literacy achievement: a multilevel approach
- 2017
-
Ingår i: 18th European Conference on Developmental Psychology. Utrecht, Netherlands: August 29 - September 1.
-
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.
|
|
| 3. |
- Broberg, Anders G, 1950, et al.
(författare)
-
Klinisk barnpsykologi - utveckling på avvägar
- 2015
-
Bok (övrigt vetenskapligt/konstnärligt)abstract
- I Klinisk barnpsykologi beskrivs barns psykiska ohälsa som en avvikelse från den förväntade utvecklingen, snarare än som väsensskild. Hur barnet utvecklas beror på samspelet mellan barnets medfödda egenskaper och omgivningens svar på barnets behov och personliga uttryckssätt. Bokens första del ger grundkunskaper kring barns utveckling och hur den kan komma på avvägar. Författarna berättar hur man kan förebygga, upptäcka, utreda och behandla psykiska besvär hos barn, där familjen och omgivningen spelar en viktig roll. Bokens andra del förmedlar aktuell kunskap om de vanligaste barnpsykologiska problemen upp till 12 års ålder bland annat depression, adhd och separationsångest – grundat i diagnossystemen DC:0-3R och DSM-5. Förekomst, uppkomst, orsak, utredning och behandling beskrivs och många kliniska exempel ger inblick i hur problemen kan yttra sig och påverka barnet och dess familj. Detta är en grundligt reviderad andra utgåva som innehåller flera nyskrivna kapitel om bland annat hjärnan, genetik, psykisk ohälsa hos små barn (0–3) och kulturella aspekter.
|
|
| 4. |
- Ekornas, Belinda, et al.
(författare)
-
Anxiety disorders in 8-11-year-old children: Motor skill performance and self-perception of competence
- 2010
-
Ingår i: SCANDINAVIAN JOURNAL OF PSYCHOLOGY. - : Blackwell Publishing Ltd. - 0036-5564 .- 1467-9450. ; 51:3, s. 271-277
-
Tidskriftsartikel (refereegranskat)abstract
- This study investigates motor skill performance and self-perceived competence in children with anxiety disorders compared with children without psychiatric disorders. Motor skills and self-perception were assessed in 329 children aged 8 to 11 years, from the Bergen Child Study. The Kiddie-SADS PL diagnostic interview was employed to define a group of children with an anxiety disorder without comorbid diagnosis, and a control group (no diagnosis) matched according to gender, age, and full-scale IQ. Children in the anxiety disorder group displayed impaired motor skills and poor self-perceived peer acceptance and physical competence compared with the control group. Two-thirds of the anxious boys scored on the Motor Assessment Battery for Children (MABC) as having motor problems. The present study demonstrated impaired motor skills in boys with "pure" anxiety disorders. Anxious children also perceived themselves as being less accepted by peers and less competent in physical activities compared with children in the control group.
|
|
| 5. |
- Ekornas, Belinda, et al.
(författare)
-
PRIMARY SCHOOL CHILDRENS PEER RELATIONSHIPS: DISCREPANCIES IN SELF-PERCEIVED SOCIAL ACCEPTANCE IN CHILDREN WITH EMOTIONAL OR BEHAVIORAL DISORDERS
- 2011
-
Ingår i: Journal of Social and Clinical Psychology. - : Guilford Press. - 0736-7236 .- 1943-2771. ; 30:6, s. 570-582
-
Tidskriftsartikel (refereegranskat)abstract
- This population-based study investigated self-perception of social acceptance in children with emotional or behavioral disorders, and whether their perceptions were in line with parent/teacher reports of peer relationship problems. Children with behavioral disorders (n = 145) emotional disorders (n = 118), and a comparison group (n = 4,344) were selected from an 11-13-years-old population (n = 5073). Children with emotional disorders reported poorer social acceptance than children with behavioral disorders, also when adjusted for parent/teacher ratings of peer problems, confirming the negative self-perception reported in previous clinical studies. Self-perceptions of children with behavioral disorders were lower than in the comparison group and not inflated according to parent/teacher reports. The results emphasize the importance of peer-relations in both disorder groups.
|
|
| 6. |
|
|
| 7. |
- Fälth, Linda, et al.
(författare)
-
Computer-assisted Interventions Targeting Reading Skills of Children with Reading Disabilities - A Longitudinal Study
- 2013
-
Ingår i: Dyslexia. - : Wiley. - 1076-9242 .- 1099-0909. ; 19:1, s. 37-53
-
Tidskriftsartikel (refereegranskat)abstract
- The purpose of the present study was to examine the effects of three computerized interventions on the reading skills of children with reading disabilities in Grade 2. This longitudinal intervention study included five test sessions over 1year. Two test points occur before the intervention, and three afterwards. The last follow-up was conducted 1year after the first measurement. One hundred thirty children in Grade 2 participated in the study. Three groups of children with reading difficulties received computerized training programmes: one aimed at improving word decoding skills and phonological abilities, the second focused on word and sentence levels and the third was a combination of these two training programmes. A fourth group received ordinary special instruction. In addition, there was one comparison group with age-matched typical readers. All groups improved their reading skills. The group that received combined training showed greater improvement than the one with ordinary special instruction and the group of typical readers at two follow-ups. The longitudinal results indicate additional positive results for the group that received the combined training, the majority of students from that group being no longer judged to be needing special education 1year after the intervention.
|
|
| 8. |
- Fälth, Linda, 1973-, et al.
(författare)
-
Lärares erfarenheter av deltagande i en datorbaserad interventionsstudie som syftar till att öka elevernas läsförmåga.
- 2014
-
Ingår i: Acta Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge. - Oslo : Acta Didactica Norge. - 1504-9922. ; 8:1, s. Article ID: 8-
-
Tidskriftsartikel (refereegranskat)abstract
- Flertalet studier har utforskat olika metoder med avsikt att utveckla skriftspråklig förmåga hos elever med läs- och skrivsvårigheter. Trots det är det få, om ens några, studier som har undersökt hur medverkande lärare upplevt sitt deltagande och vilka erfarenheter de gjort av att vara med i dessa studier. I en tidigare studie (Fälth, Gustafson, Tjus, Heimann, & Svensson, 2013; Gustafson, Fälth, Svensson, Tjus & Heimann, 2011) visade resultaten att de elever som under en interventionsperiod fick en kombination av datorbaserad fonologisk respektive ortografisk träning gjorde större framsteg på tester som mäter ordavkodning, fonologisk förmåga och läsförståelse än jämförelsegrupperna. Syftet med föreliggande studie är att utifrån ett lärarperspektiv utforska upplevelser och erfarenheter av att delta i ovan nämnda interventionsstudie och att belysa de kvantitativa resultat som finns rapporterade från studien. Arton lärare har intervjuats i denna studie. Resultaten visar att den fasta yttre struktur som interventionen erbjöd samt den flexibilitet som fanns inom respektive intervention upplevdes som positivt och som en bidragande faktor för de här elevernas läsframgångar. Resultaten visade också att kombinationsträningen gynnade både elevernas och lärarnas motivation till interventionen. Slutsatsen är att en datorbaserad lästräningsintervention med fasta ramar men med visst individanpassat innehåll kan vara såväl effektiv som motiverande och positivt påverka interventionerna.
|
|
| 9. |
- Fälth, Linda, 1973-, et al.
(författare)
-
The Effects of a Multimodal Intervention on the Reading Skills of Struggling Students : An Exploration Across Countries
- 2023
-
Ingår i: Reading Psychology. - : Taylor & Francis Group. - 0270-2711 .- 1521-0685. ; 44:3, s. 225-241
-
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.
|
|
| 10. |
|
|
