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- Esbensen, Annette, et al.
(författare)
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A single-arm early efficacy study : Narrative-based language intervention for children with sensorineural hearing loss
- 2023
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Ingår i: Deafness and Education International. - : Informa UK Limited. - 1464-3154 .- 1557-069X. ; 25:4, s. 269-286
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Tidskriftsartikel (refereegranskat)abstract
- In this study, a narrative-based language intervention (NBLI) is evaluated in children with HL based on selected narrative outcome measures important for telling and retelling stories. Nine Danish children with slight to severe sensorineural HL in the age range of 4;11–8;8 years participated. The study had a single-arm early efficacy design. The NBLI consisted of four parts: (1) warm-up activity, (2) story retell-imitation task, (3) story-generation task, (4) repeated retellings. The NBLI entailed one session (50 min) a week for 6 weeks and targeted syntax and narrative story content and form. The following outcome measurements were included: Narrative Quality and Number of Different Words. Furthermore, a parental questionnaire administered three times (week 1, 3 and 6) was presented to monitor the outcome between sessions. The group of children with HL had a statistically significant gain in the test scores for Narrative Quality and Number of Different Words. This NBLI approach is interesting to investigate further in the future for a larger group of children with HL.
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- Grenner, Emily, et al.
(författare)
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Effects of intervention on self-efficacy and text quality in elementary school students’ narrative writing
- 2021
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Ingår i: Logopedics Phoniatrics Vocology. - : Informa UK Limited. - 1401-5439 .- 1651-2022. ; 46:1, s. 1-10
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Tidskriftsartikel (refereegranskat)abstract
- Aim: Self-efficacy for writing is an important motivational factor and considered to predict writing performance. Self-efficacy for narrative writing has been sparsely studied, and few studies focus on the effects of writing intervention on self-efficacy. Additionally, there is a lack of validated measures of self-efficacy for elementary school students. In a previous study, we found that a trained panel rated personal narrative text quality higher for girls than for boys, which led to our aim: to investigate boys’ and girls’ self-efficacy for narrative writing before and after an intervention, and to explore associations between self-efficacy and text quality. Method: An 18-item self-efficacy scale was developed. Fifty-five fifth-grade students (M 11:2 years, SD 3.7 months) filled out the scale before and after a five-lesson observational learning intervention. Self-efficacy was then related to writing performance as measured by holistic text quality ratings. Results: Self-efficacy was strong and increased significantly post-intervention. There were moderate correlations between self-efficacy and writing performance pre- and post-intervention. Further, self-efficacy scores were considerably higher than text quality ratings. Girls and boys demonstrated similar self-efficacy, despite girls’ higher text quality. Conclusion: The results support previous findings of strong self-efficacy at this age. The interaction between writing self-efficacy and performance is complex. Young students may not be able to differentiate between self-efficacy, general skills, task performance, perceived effort and self-regulation. Self-efficacy scales should thus be carefully constructed with respect to validity, genre, school grade, instruction and to students’ general educational context.
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- Grenner, Emily, et al.
(författare)
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Improving narrative writing skills through observational learning: A study of Swedish 5th-grade students
- 2020
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Ingår i: Educational Review. - : Informa UK Limited. - 0013-1911 .- 1465-3397. ; 72:6, s. 691-710
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Tidskriftsartikel (refereegranskat)abstract
- Observational learning is a successful method for improving writing skills in various genres. We explore effects of a five lesson intervention series based on peer observation. Fifty-five Swedish 5th-grade students aged 10-12 years followed this intervention program. The language and reading comprehension and working memory capacity were tested. The students watched short film-clips with peers working with texts. Each lesson was organised according to a theme: reader’s perception of the text, ordering of events, how to begin a story, how to end a story and how to edit a text. The students wrote four texts during the intervention. The quality of these texts was assessed by a panel of trained raters. Results show that average text quality (outcome measure), significantly improved after intervention, and that the improvement was modulated by reading and language comprehension. At a follow up occasion, however, text quality was significantly decreased.
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- Grenner, Emily, et al.
(författare)
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Observational learning and narrative writing : improving text quality for children with and without hearing impairment
- 2015
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Konferensbidrag (refereegranskat)abstract
- Emily Grenner & Joost van de Weijer & Lena Asker-Árnason & Victoria Johansson & Viktoria Åkerlund & Birgitta S.M. Sahlén The aim of this intervention study is to investigate if observational learning can improve narrative writing skills in 11-year-olds with and without hearing impairment. Observational learning occurs when people learn new skills from observing others, who act as models (Bandura 1997). Observing peers’ reading and writing is especially important since these processes often are invisible, and children therefore lack models for their own processes. This study was theoretically and methodologically inspired by Rijlaarsdam et al. 2008. Participants consisted of Swedish 5th-graders from two schools (School A, n=33; and School B, n= 26) with normal hearing children (NH), and from 3rd to 8:th-grade children with hearing-impairment (HI), from “hearing classes” (n=18). Prior to the intervention, background data e.g., on working memory and linguistic background was collected. In the research design the two schools with NH children (School A and B) functioned as each other's controls. The HI-school followed the School A order. All participants first wrote a personal narrative on the computer, using keystroke-logging. Then the intervention followed for School A and HI-school, while School B received ordinary lessons (with no writing instructions). After the first intervention period, all participants wrote a new narrative. Thereafter, the intervention was replicated for School B, while School A and the HI-school had ordinary tutoring. After the second intervention period, all participants wrote new narratives. The intervention consisted of 5 thematically different lessons: Lesson themes were: reader perspective, chronological structure, closing elements, revising of a peer’s text and online revision. To evaluate the text quality, all texts (n=231) were holistically rated by three independent, trained evaluators. The results showed an improvement in quality between text 1 and text 2 for School A and the HI-School, while School B had an improvement between text 2 and text 3. This shows that narrative text quality can be improved by a short series of carefully designed intervention lessons using observational learning, which contributes to the discussion about educational methods for teaching writing. Further analyses will address quantitative measures of text length, lexicon, syntactic complexity, pausing and editing, as well as a comparison between the NH and HI group.
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- Grenner, Emily, et al.
(författare)
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Predictors of narrative text quality in students with hearing loss
- 2021
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Ingår i: Logopedics Phoniatrics Vocology. - 1401-5439.
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Tidskriftsartikel (refereegranskat)abstract
- Aim: Students with hearing loss (HL) often fall behind hearing peers in complex language tasks such as narrative writing. This study explored the effects of school grade, gender, cognitive and linguistic predisposition and audiological factors on narrative text quality in this target group.Method: Eleven students with HL in Grades 5–6 and 7–8 (age 12–15) who took part in a writing intervention wrote four narrative texts over six months. A trained panel rated text quality. The effects of the students' working memory capacity, language comprehension, reading comprehension, school grade and gender and the intervention were analyzed as a mixed-effects regression model. Audiological factors were considered separately.Results: The analysis showed that throughout the period, texts written by female students in Grade 7–8 received the highest text quality ratings, while those written by male students in Grade 7-8 received the lowest ratings. There was no effect of the intervention, or of the linguistic and cognitive measures. The students with the lowest text quality ratings received amplification later than those with high ratings, but HL severity was not associated with text quality.Conclusion: Hearing loss severity was not a decisive factor in narrative text quality. The intervention which the students took part in is potentially effective, with some adaptation to the special needs of students with HL. The strong gender effects are discussed.
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- van de Weijer, Joost, et al.
(författare)
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Self-efficacy beliefs and writing intervention in normal-hearing and hearing-impaired pupils
- 2018
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Konferensbidrag (refereegranskat)abstract
- IntroductionSelf efficacy (SE) relates to pupils' beliefs about their own capacities within a given field. It has been shown that an overestimation of one's own SE beliefs affects learning outcomes negatively. In the present study we examine SE beliefs in writing skills in two groups of secondary school pupils, one with hearing impairment, the other without.PurposeText writing is a complex skill, involving many different processes. Accordingly, SE beliefs may vary considerably. This study has three main purposes. The first is to establish which aspects of the writing process pupils rate highest, and which they rate lowest. The second is to establish which aspects of SE beliefs are the best predictors of success in writing. The third is to establish how SE beliefs are affected by a writing intervention program. A comparison between the two groups is made for each of these three purposes. MethodAs part of a writing intervention program, 18 writing-related SE statements were formulated (e.g., "I am able to give structure to a text by dividing it into paragraphs", "I can write a text that is understandable to a reader"). The statements were chosen such that they roughly represented four different aspects of the writing process: practical skill of typing on a computer keyboard (2), structuring a text (3), content (8), spelling and grammar (5). These statements were rated on a scale from 0 to 100 by 61 pupils (8 hearing impaired, 53 normal hearing), once before the intervention and once after. Additionally, the pupils wrote short texts at different times during the intervention. The global quality of these texts was rated on a scale from 0 to 100. Scores within each of the SE ratings were compared before and after the intervention, and also used as predictors for text quality in a regression analysis.ResultsOn average, the pupils rated their spelling and typing skills somewhat lower than their content and structure skills. The ratings after the intervention were higher than those before. Interestingly, some SE beliefs affected text quality positively, others negatively. No major differences between the two groups were found.
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