| 1. |
- Elwér, Åsa, et al.
(författare)
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A Retrospective Longitudinal Study of Cognitive and Language Skills in Poor Reading Comprehension
- 2014
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Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- Fifty-six specific poor reading comprehenders (SPRC) were selected in grade 4 and retrospectively compared to good comprehenders at preschool age 5 and at the end of kindergarten, grade 1 and 2. The results showed a widespread language-deficit profile in children with SPRC, including deficits in vocabulary, grammar, verbal memory and early phonological awareness in a large part of the sample beginning in preschool. The reading comprehension deficits in children with SPRC were not as apparent in earlier assessments at grade 1 and 2, likely because of the greater dependence on word decoding in reading comprehension in the early grades.
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| 2. |
- Elwér, Åsa, et al.
(författare)
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A retrospective longitudinal study of cognitive and language skills in poor reading comprehension
- 2015
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Ingår i: Scandinavian Journal of Psychology. - : Wiley: 24 months. - 0036-5564 .- 1467-9450. ; 56:2, s. 157-166
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Tidskriftsartikel (refereegranskat)abstract
- Fifty-six specific poor reading comprehenders (SPRC) were selected in Grade 4 and retrospectively compared to good comprehenders at preschool (age 5) and at the end of kindergarten, Grade 1, and Grade 2. The results revealed deficits in vocabulary, grammar, verbal memory and early deficits in phonological awareness in most of the SPRC sample, beginning in preschool. The reading comprehension deficits in children with SPRC were not as marked in earlier assessments in Grade 1 and 2, probably because of the greater dependence on word decoding in reading comprehension in the early grades.
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| 3. |
- Elwér, Åsa
(författare)
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Early Predictors of Reading Comprehension Difficulties
- 2014
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of the present thesis was to examine the cognitive and language profile in children with poor reading comprehension using a longitudinal perspective. Even though comprehension skills are closely connected to educational success, comprehension deficits in children have been neglected in reading research. Understanding factors underlying reading is important as it improves possibilities of early identification of children at risk of developing reading problems. In addition, targeted interventions may prevent or reduce future problems. Descriptions of the cognitive and language profile in children with different types of reading problems from an early age and over time is an important first step.The three studies included in this thesis have been conducted using data from the International Longitudinal Twin Study (ILTS). In the ILTS, parallel data have been collected in the US, Australia, Sweden and Norway. Altogether, more than 1000 twin pairs have been examined between the ages 5 and 15 years using well known predictors of reading, along with decoding, spelling, reading comprehension and oral language measures.In the three studies, the Simple View of Reading has been used as a theoretical framework and children who exhibited different kinds of comprehension related difficulties have been identified at different ages. The studies include both retrospective and prospective analyses. The results across studies indicated a robust oral language deficit in all subtypes displaying comprehension problems. The oral language deficit was widespread and included vocabulary, grammar and verbal memory. In addition, the oral language deficit was manifested as compromised phonological awareness and print knowledge prior to reading instruction. Reading comprehension deficits were late emerging across studies in children with comprehension difficulties.
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| 4. |
- Elwér, Åsa, et al.
(författare)
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Pattern of Preschool Prediction of Reading Comprehension Impairment : A 10 Year Longitudinal Study
- 2014
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Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- Compromised reading comprehension will invariably influence future academic achievements. In reading research there has been an emphasis on early identification of poor decoders to reduce future difficulties. Only a few studies have examined preschool prediction of reading comprehension impairments beyond the first grades of school, and these studies have presented different patterns of results. As studies have mostly been conducted in English; it is unclear how the results generalize to languages with transparent orthographies. In this study, a Swedish and a Norwegian twin sample were used to predict reading comprehension and decoding impairments in grade 2, 4 and 8/9 from preschool. The results suggested an important role for RAN and verbal memory. Compromised RAN was consistently associated with the poor decoders, as well as in identifying poor reading comprehenders in grade 8/9. Verbal memory tasks at preschool contributed to the identification of children with reading comprehension impairment across grades.
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| 5. |
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| 6. |
- Gustafson, Stefan, 1968-, et al.
(författare)
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Intelligence and dyslexia : Implications for diagnosis and intervention
- 1999
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Ingår i: Scandinavian Journal of Psychology. - : Wiley InterScience. - 0036-5564 .- 1467-9450. ; 40:2, s. 127-134
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Tidskriftsartikel (refereegranskat)abstract
- In this paper we critically examine theoretical issues and practical consequences of including IQ in the definition of dyslexia. According to the discrepancy criterion individuals are classified as dyslexic if their reading skills are below what would be expected from their IQ scores. However, we argue that intelligence is a fuzzy concept and that there is no clear causal relationship between intelligence level and word decoding skills. Also, high and low IQ poor readers show the same reading performance patterns, indicating that both groups might benefit from the same remedial activities. Evidence for the critical role of phonological skills in dyslexia is presented and a more recent definition of dyslexia is discussed in relation to these findings. Finally, two alternative, more outcome-based classifications of poor readers are suggested and some critical consequences for individual interventions are outlined.
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| 7. |
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| 8. |
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| 9. |
- Gustafson, Stefan, 1968-
(författare)
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Varieties of reading disability : Phonological and orthographic word decoding deficits and implications for interventions
- 2000
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The general aim of this thesis was to examine variations in the word decoding skills of reading disabled children. These variations were related to possible cognitive, developmental, and environmental causes of reading disability. Possible implications for educational interventions were also analysed. The thesis critically examines the inclusion of the concept of intelligence in the definition of developmental dyslexia. It is suggested that variations in word decoding skills should offer a more solid basis for a study of varieties of reading disability. The empirical studies showed that a) in young children there was a shift from phonological to orthographic word decoding; b) phonological type children (weak in phonological decoding) were characterised by specific phonological deficits; c) surface type children (weak in orthographic decoding) showed more global cognitive deficits suggesting a general developmental delay; d) surface type children showed impaired visual implicit memory for words, which might be associated with limited print exposure; e) an improvement in phonological awareness only transferred to an improved text reading ability for some reading disabled children; f) children who did not benefit from a phonological intervention seemed to rely on orthographic word decoding in text reading. Thus, the thesis suggests that variations in phonological and orthographic word decoding skills offer a useful basis for the study of varieties of reading disability and that educational interventions should pay regard to what the child is already attempting to do when reading.
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| 10. |
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| 11. |
- Gustafson, Stefan, 1968-, et al.
(författare)
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Why Do Some Resist Phonological Intervention? : A Swedish longitudinal study of poor readers in Grade 4
- 2000
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Ingår i: Scandinavian Journal of Educational Research. - : Routhledge, Taylor & Francis Group. - 0031-3831 .- 1470-1170. ; 44:2, s. 145 -162
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Tidskriftsartikel (refereegranskat)abstract
- n a longitudinal intervention study, 33 Swedish poor readers in Grade 4 received phonological awareness instruction over 1 year. Three control groups were included in the study: Grade 4 controls, Grade 2 controls (both comparable in reading skill) and normal readers. The results showed that the phonological training group made the most progress in phonological awareness but did not improve their reading skills any more than the controls. However, a re-analysis of the results revealed important individual differences within the phonological training group. Some children improved their reading ability considerably, while others seemed resistant to the intervention. One critical difference between improved and resistant readers was identified. For the improved readers, both orthographic and phonological word decoding predicted text reading performance. For the resistant readers, only orthographic decoding skills predicted text reading before, during and after the intervention, in spite of a steady increase in phonological awareness.
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| 12. |
- Kempe, Camilla, et al.
(författare)
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A longitudinal study of early reading difficulties and subsequent problem behaviors
- 2011
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Ingår i: Scandinavian Journal of Psychology. - : Wiley-Blackwell. - 0036-5564 .- 1467-9450. ; 52:3, s. 242-250
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Tidskriftsartikel (refereegranskat)abstract
- It is generally believed that early academic failure in school develops into a downward spiral of negative motivational and behavioral consequences. In this study, children with reading difficulties were compared with typical readers on questionnaires measuring ADHD symptoms and other behavior problems such as withdrawn symptoms, somatic complaints, anxiety/depression, social problems, and aggression. The results revealed that reading difficulties and problem behaviors appear more independent of each other rather than problem behaviors being a consequence of reading failure. In addition, gender differenceswere negligible when examining the relationship between reading difficulties and subsequent problem behavior. Some implications for special educationand intervention are suggested.
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| 13. |
- Samuelsson, Stefan, et al.
(författare)
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The Development of Word-decoding Skills in Young Readers
- 1996
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Ingår i: Scandinavian Journal of Educational Research. - : Taylor & Francis. - 0031-3831 .- 1470-1170. ; 40:4, s. 325-332
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Tidskriftsartikel (refereegranskat)abstract
- Most of the research on the acquisition of word-decoding skills has almost exclusively focused on the ability to read words in isolation. The purpose of this article is to extend our knowledge to the independent role of phonological and orthographic word-decoding skills in the reading tasks which children encounter in school. The data were quite consistent with the general core of models suggesting that children first become proficient in phonological decoding then gradually shift towards a more direct orthographic-decoding strategy. As such, these findings have helped to generalize models of the acquisition of word-decoding skills to reading comprehension.
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| 14. |
- Samuelsson, Stefan, et al.
(författare)
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Visual and auditory priming in Swedish poor readers : a double dissociation
- 1998
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Ingår i: Dyslexia. - : Wiley InterScience. - 1076-9242 .- 1099-0909. ; 4:1, s. 16-29
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Tidskriftsartikel (refereegranskat)abstract
- Schacter et al. (1990) found support for a functional dissociation between visual and auditory priming effects in a letter-by-letter reader. Their conclusions were based on the perceptual representation systems framework, suggesting that visual priming is mediated by a visual word form system separate from an auditory word form system responsible for auditory priming. This article focuses on visual and auditory priming effects exhibited by poor readers with phonological or surface subtypes of reading disability. The phonological type of reading disability was defined as an impairment in phonological word decoding, whereas the surface type of reading disability was defined as an impairment in orthographic word decoding. The results demonstrated a double dissociation, such that poor readers with a surface type of reading disability produced more auditory than visual priming, whereas poor readers with a phonological type of reading disability showed more visual than auditory priming. The majority of children with reading disabilities showed weaknesses in both orthographic and phonological word decoding and, importantly, low levels of priming effects for both visually and auditorily presented materials. Finally, age-matched normal readers showed significant priming effects for both visual and auditory presented words. These findings support the assumption that both orthographic and phonological skills can be simultaneously impaired and that a dual-route model for the acquisition of word decoding skills might be the most appropriate framework to describe different subtypes of reading disabilities.
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| 15. |
- Adams, Emma Catherine, et al.
(författare)
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The structure-function relationship for alumina supported platinum during the formation of ammonia from nitrogen oxide and hydrogen in the presence of oxygen
- 2016
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Ingår i: Physical Chemistry Chemical Physics. - : Royal Society of Chemistry (RSC). - 1463-9076 .- 1463-9084. ; 18:16, s. 10850-10855
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Tidskriftsartikel (refereegranskat)abstract
- We study the structure-function relationship of alumina supported platinum during the formation of ammonia from nitrogen oxide and dihydrogen by employing in situ X-ray absorption and Fourier transform infrared spectroscopy. Particular focus has been directed towards the effect of oxygen on the reaction as a model system for emerging technologies for passive selective catalytic reduction of nitrogen oxides. The suppressed formation of ammonia observed as the feed becomes net-oxidizing is accompanied by a considerable increase in the oxidation state of platinum as well as the formation of surface nitrates and the loss of NH-containing surface species. In the presence of (excess) oxygen, the ammonia formation is proposed to be limited by weak interaction between nitrogen oxide and the oxidized platinum surface. This leads to a slow dissociation rate of nitrogen oxide and thus low abundance of the atomic nitrogen surface species that can react with the adsorbed hydrogen species. In this case the consumption of hydrogen through the competing water formation reaction and decomposition/oxidation of ammonia are of less importance for the net ammonia formation.
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| 16. |
- Adams, Emma, 1989, et al.
(författare)
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Structure-function relationship for alumina supported platinum during formation of ammonia from nitrogen oxide and hydrogen in presence of oxygen
- 2016
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Ingår i: Physical Chemistry Chemical Physics. - 1463-9084 .- 1463-9076. ; 18:16, s. 10850-10855
-
Tidskriftsartikel (refereegranskat)abstract
- We study the structure-function relationship of alumina supported platinum during forma- tion of ammonia from nitrogen oxide and dihydrogen by employing in situ X-ray absorption and Fourier transformed infrared spectroscopy. Particular focus is directed towards the effect of increased levels of oxygen on the reaction as a model system for emerging technologies for passive selective catalytic reduction of nitrogen oxides. The suppressed formation of ammo- nia observed as the feed becomes net-oxidizing is accompanied by a considerable increase in the oxidation state of platinum as well as enhanced formation of surface nitrates and loss of NH-containing surface species. In the presence of (excess) oxygen, the ammonia formation is proposed to be limited by the weak interaction between nitrogen oxide and the oxidized platinum surface. This leads to slow dissociation rate of nitrogen oxide and thus low abun- dance of atomic nitrogen surface species that can react with adsorbed hydrogen atoms. In this case the consumption of hydrogen through the competing water formation reaction and decomposition/oxidation of ammonia are of less importance for the net ammonia formation.
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| 17. |
- Almevall, Ariel, et al.
(författare)
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Self-rated health in old age, related factors and survival: A 20-Year longitudinal study within the Silver-MONICA cohort
- 2024
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Ingår i: Archives of gerontology and geriatrics (Print). - : Elsevier. - 0167-4943 .- 1872-6976. ; 122
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Tidskriftsartikel (refereegranskat)abstract
- Introduction: Self-rated health (SRH) offers insights into the evolving health demographics of an ageing population.Aim: To assess change in SRH from old age to very old age and their associations with health and well-being factors, and to investigate the association between SRH and survival.Methods: All participants in the MONICA 1999 re-examination born before 1940 (n = 1595) were included in the Silver-MONICA baseline cohort. The Silver-MONICA follow-up started in 2016 included participants in the Silver-MONICA baseline cohort aged 80 years or older. Data on SRH was available for 1561 participants at baseline with 446 of them also participating in the follow-up. The follow-up examination included a wide variety of measurements and tests.Findings: Most participants rated their health as "Quite good" (54.5 %) at baseline. Over the study period, 42.6 % had stable SRH, 40.6 % had declined, and 16.8 % had improved. Changes in SRH were at follow-up significantly associated with age, pain, nutrition, cognition, walking aid use, self-paced gait speed, lower extremity strength, independence in activities of daily living, weekly physical exercise, outdoor activity, participation in organized activities, visiting others, morale, and depressive symptoms. SRH at baseline was significantly associated with survival (p < 0.05).Conclusion: This study demonstrates associations between changes in SRH and a multitude of health- and wellbeing-related factors, as well as a relation between survival and SRH, accentuating their relevance within the ageing population.
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| 18. |
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| 19. |
- Andersson-Engels, Stefan, et al.
(författare)
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Laser-induced fluorescence used in localizing atherosclerotic lesions
- 1989
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Ingår i: Lasers in Medical Science. - 0268-8921. ; 4:3, s. 171-181
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Tidskriftsartikel (refereegranskat)abstract
- We have investigated laser-induced fluorescence frompost mortem human arteries in order to find spectroscopic properties allowing discrimination between normal and atherosclerotic vessel wall. A pulsed nitrogen laser emitting light at a wavelength of 337.1 nm was used as an excitation source. The fluorescence spectrum from 370 to 700 nm was captured and analysed by an optical multichannel analyser. Dimensionless contrast functions were formed by using characteristic spectral features at 390, 415, 480, 580 and 600 nm. All samples were investigated in scans across a region where normal as well as diseased vessel wall appeared. The types of plaque were histopathologically divided into four groups, of which three could be singled out using one or more of our spectroscopic criteria. We also investigated the different layers of the normal and diseased vessel wall in order to determine the various contributions to the fluorescence signal. Furthermore, plasma emission spectra were recorded while ablating the normal as well as the diseased vessel wall with an excimer laser, emitting radiation at 308 nm, thus detecting the change in spectral characteristics during the ablation process down into deeper layers.
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| 20. |
- Andersson, Ulrika B., 1967-
(författare)
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Framåtsyftande bedömning i tidig läsundervisning : Teori och praktik
- 2021
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Syfte är att bidra med kunskap om hur framåtsyftande bedömning kan användas och används av lärare som underlag för pedagogiska åtgärder i tidig läsundervisning. I avhandlingen har jag ett pragmatiskt förhållningssätt till både teorier och metoder. Avhandlingen bygger på fyra artiklar. Datainsamling gjordes genom artikelläsning (artikel I), fokusgruppsintervjuer (artikel Il) och narrativa intervjuer (artikel III) och testresultat (artikel IV). Resultaten analyserades med; Venn-diagram (I), tematisk analys (II), narrativ analys (lll) och variansanalys (IV). Resultaten visar att formativ bedömning och Response to intervention kan komplettera varandra och att kunskap om olika framåtsyftande förhållningssätt och teorier kan underlätta lärares professionella utveckling. Det framgår också att sociala bedömningsaspekter är viktiga i avkodningsundervisningen. Resultaten visar att en stor andel av eleverna i åk 1 har fortsatt behov av avkodningsträning även i slutet av åk 1. Bedömningsverktyg för läsundervisning behöver därför ge tydlig och återkommande information om elevens förmåga att avkoda. Resultaten visar att lärarnas användning av bedömningsverktyg påverkas av kontexten. Det handlar om att uppmärksamma specifika förutsättningar och att organisera bedömningspraktiken så att ett ömsesidigt och hållbart utbyte uppstår mellan läraren, eleven och bedömningsverktyget.
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| 21. |
- Andersson, Ulrika, et al.
(författare)
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Forward-looking assessments that support students learning: A comparative analysis of two approaches
- 2019
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Ingår i: Studies in Educational Evaluation. - : ELSEVIER SCIENCE BV. - 0191-491X .- 1879-2529. ; 60, s. 109-116
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Tidskriftsartikel (refereegranskat)abstract
- In this theoretical paper we describe and compare two forward-looking approaches to assessment, Formative assessment (FA) and Response to intervention (RTI). The purpose is to provide researchers and practitioners with insights that enable more informed decisions regarding forward-looking assessments that support students learning. In the descriptions of FA and RTI a number of key aspects were identified. For FA; classroom context, students involvement, feedback to students, qualitative focus and for RTI; systematic organisation, data based decision making, evidence based instruction and standardized tests. In a subsequent analysis we use a Venn-diagram to highlight the unique key aspects of FA and RTI and common key aspects termed; forward-looking assessment, goals and criteria, and assessment competence. Finally, we argue for a pragmatic view on assessments, that a wide scope of adjustments needs to be considered and that teachers need a comprehensive knowledge about assessment practices and to carefully follow students progress.
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| 22. |
- Bonn, Stefan, et al.
(författare)
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Tissue-specific analysis of chromatin state identifies temporal signatures of enhancer activity during embryonic development.
- 2012
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Ingår i: Nature Genetics. - : Springer Science and Business Media LLC. - 1061-4036 .- 1546-1718. ; 44:2
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Tidskriftsartikel (refereegranskat)abstract
- Chromatin modifications are associated with many aspects of gene expression, yet their role in cellular transitions during development remains elusive. Here, we use a new approach to obtain cell type-specific information on chromatin state and RNA polymerase II (Pol II) occupancy within the multicellular Drosophila melanogaster embryo. We directly assessed the relationship between chromatin modifications and the spatio-temporal activity of enhancers. Rather than having a unique chromatin state, active developmental enhancers show heterogeneous histone modifications and Pol II occupancy. Despite this complexity, combined chromatin signatures and Pol II presence are sufficient to predict enhancer activity de novo. Pol II recruitment is highly predictive of the timing of enhancer activity and seems dependent on the timing and location of transcription factor binding. Chromatin modifications typically demarcate large regulatory regions encompassing multiple enhancers, whereas local changes in nucleosome positioning and Pol II occupancy delineate single active enhancers. This cell type-specific view identifies dynamic enhancer usage, an essential step in deciphering developmental networks.
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| 23. |
- Borin, Lars, et al.
(författare)
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Swe-Clarin : Language Resources and Technology for Digital Humanities
- 2016
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Ingår i: <em>Extended Papers of the International Symposium on Digital Humanities</em>. - : CEUR. ; , s. 29-51, s. 29-51
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Konferensbidrag (refereegranskat)abstract
- CLARIN is a European Research Infrastructure Consortium (ERIC), which aims at (a) making extensive language-based materials available as primary research data to the humanities and social sciences (HSS); and (b) offering state-of-the-art language technology (LT) as an eresearch tool for this purpose, positioning CLARIN centrally in what is often referred to as the digital humanities (DH). The Swedish CLARIN node Swe-Clarin was established in 2015 with funding from the Swedish Research Council.In this paper, we describe the composition and activities of Swe-Clarin, aiming at meeting the requirements of all HSS and other researchers whose research involves using text and speech as primary research data, and spreading the awareness of what Swe-Clarin can offer these research communities. We focus on one of the central means for doing this: pilot projects conducted in collaboration between HSS researchers and Swe-Clarin, together formulating a research question, the addressing of which requires working with large language-based materials. Four such pilot projects are described in more detail, illustrating research on rhetorical history, second-language acquisition, literature, and political science. A common thread to these projects is an aspiration to meet the challenge of conducting research on the basis of very large amounts of textual data in a consistent way without losing sight of the individual cases making up the mass of data, i.e., to be able to move between Moretti’s “distant” and “close reading” modes.While the pilot projects clearly make substantial contributions to DH, they also reveal some needs for more development, and in particular a need for document-level access to the text materials. As a consequence of this, work has now been initiated in Swe-Clarin to meet this need, so that Swe-Clarin together with HSS scholars investigating intricate research questions can take on the methodological challenges of big-data language-based digital humanities.
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| 24. |
- Borin, Lars, 1957, et al.
(författare)
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Swe-Clarin: Language resources and technology for Digital Humanities
- 2017
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Ingår i: Digital Humanities 2016. Extended Papers of the International Symposium on Digital Humanities (DH 2016) Växjö, Sweden, November, 7-8, 2016. Edited by Koraljka Golub, Marcelo Milra. Vol-2021. - Aachen : M. Jeusfeld c/o Redaktion Sun SITE, Informatik V, RWTH Aachen.. - 1613-0073.
-
Konferensbidrag (refereegranskat)abstract
- CLARIN is a European Research Infrastructure Consortium (ERIC), which aims at (a) making extensive language-based materials available as primary research data to the humanities and social sciences (HSS); and (b) offering state-of-the-art language technology (LT) as an e-research tool for this purpose, positioning CLARIN centrally in what is often referred to as the digital humanities (DH). The Swedish CLARIN node Swe-Clarin was established in 2015 with funding from the Swedish Research Council. In this paper, we describe the composition and activities of Swe-Clarin, aiming at meeting the requirements of all HSS and other researchers whose research involves using text and speech as primary research data, and spreading the awareness of what Swe-Clarin can offer these research communities. We focus on one of the central means for doing this: pilot projects conducted in collaboration between HSS researchers and Swe-Clarin, together formulating a research question, the addressing of which requires working with large language-based materials. Four such pilot projects are described in more detail, illustrating research on rhetorical history, second-language acquisition, literature, and political science. A common thread to these projects is an aspiration to meet the challenge of conducting research on the basis of very large amounts of textual data in a consistent way without losing sight of the individual cases making up the mass of data, i.e., to be able to move between Moretti’s “distant” and “close reading” modes. While the pilot projects clearly make substantial contributions to DH, they also reveal some needs for more development, and in particular a need for document-level access to the text materials. As a consequence of this, work has now been initiated in Swe-Clarin to meet this need, so that Swe-Clarin together with HSS scholars investigating intricate research questions can take on the methodological challenges of big-data language-based digital humanities.
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| 25. |
- Borin, Lars, 1957, et al.
(författare)
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Swe-Clarin: Language resources and technology for digital humanities
- 2016
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Ingår i: CEUR Workshop Proceedings. - 1613-0073. ; 2021, s. 29-51
-
Konferensbidrag (refereegranskat)abstract
- CLARIN is a European Research Infrastructure Consortium (ERIC), which aims at (a) making extensive language-based materials available as primary research data to the humanities and social sciences (HSS); and (b) offering state-of-the-art language technology (LT) as an e-research tool for this purpose, positioning CLARIN centrally in what is often referred to as the digital humanities (DH). The Swedish CLARIN node Swe-Clarin was established in 2015 with funding from the Swedish Research Council. In this paper, we describe the composition and activities of Swe-Clarin, aiming at meeting the requirements of all HSS and other researchers whose research involves using text and speech as primary research data, and spreading the awareness of what Swe-Clarin can offer these research communities. We focus on one of the central means for doing this: pilot projects conducted in collaboration between HSS researchers and Swe-Clarin, together formulating a research question, the addressing of which requires working with large language-based materials. Four such pilot projects are described in more detail, illustrating research on rhetorical history, second-language acquisition, literature, and political science. A common thread to these projects is an aspiration to meet the challenge of conducting research on the basis of very large amounts of textual data in a consistent way without losing sight of the individual cases making up the mass of data, i.e., to be able to move between Moretti’s “distant” and “close reading” modes.
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