| 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)
-
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)
-
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
-
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
-
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
-
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
-
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
-
Ingår i: Archives of gerontology and geriatrics (Print). - : Elsevier. - 0167-4943 .- 1872-6976. ; 122
-
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
-
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
-
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
-
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
-
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)
-
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
-
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)
-
Swe-Clarin: Language resources and technology for Digital Humanities
- 2017
-
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)
-
Swe-Clarin: Language resources and technology for digital humanities
- 2016
-
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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| 26. |
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| 27. |
- Eckes-Shephard, Annemarie, et al.
(författare)
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State-of-the-art capabilities in LPJ-GUESS
- 2022
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- LPJ-GUESS is an advanced DGVM including detailed forest demography and management, croplands, wetlands, specialised arctic processes, emissions of nonCO2 GHGs and a highly flexible land-use change scheme which tracks transitions between different land-uses. It is the vegetation component of the EC-Earth CMIP6 ESM, the RCA-GUESS regional ESM, and also has a European mode operating at tree species level.
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| 28. |
- Edquist, Samuel, et al.
(författare)
-
Inledning
- 2004
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Ingår i: En helt annan historia. - Uppsala : Historiska institutionen, Uppsala universitet. - 915061732X ; , s. 5-10
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 29. |
- Elofsson, Jessica
(författare)
-
Children’s early mathematics learning and development : Number game interventions and number line estimations
- 2017
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Children’s early mathematics learning and development have become a topic of increasing interest over the past decade since early mathematical knowledge and skills have been shown to be a strong predictor of later mathematics performance. Understanding how children develop mathematical knowledge and skills and how they can be supported in their early learning could thus prove to be a vital component in promoting learning of more formal mathematics.In light of the above, with this thesis I sought to contribute to an increased understanding of children’s early mathematics learning and development by examining effects of playing different number games on children’s number knowledge and skills, and by investigating children’s representations of numbers on number line tasks.Two number game intervention studies were performed, and effects of three different number game conditions (linear number, circular number and nonlinear number) were investigated by examining 5- and 6-year-old children’s pre- and posttest performance on different numerical tasks. The findings indicate that playing number games in general support children’s development of number knowledge and skills, where the specific learning outcomes are affected differently depending on the type of number game utilized.To elucidate children’s representations of numbers, their performance on two different umber line tasks have been analyzed using a latent class modeling approach. The results reveal that there is a heterogeneity in 5- and 6-year-old children’s number line estimations and subgroups of children showing different estimation patterns were distinguished. In addition, it is shown that children’s number line estimations can be associated to their number knowledge as well as to task specific aspects.The findings presented in this thesis contribute to the discussion of the value of selecting game activities in a conscious way to support children’s early mathematics learning and development. They also add to the discussion regarding the number line task and how children’s number line estimations can be analyzed and interpreted.
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| 30. |
- Elofsson, Jessica, 1970-, et al.
(författare)
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Playing number board games supports 5-year-old children's early mathematical development
- 2016
-
Ingår i: Journal of Mathematical Behavior. - Oxford : Elsevier. - 0732-3123 .- 1873-8028. ; 43, s. 134-147
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Tidskriftsartikel (refereegranskat)abstract
- The study examined effects of playing number games (linear number board game, circular number board game, and nonlinear numerical activities) on the development of number knowledge and early arithmetic. A passive control group was also included in the design. 114 5-year-old preschool children participated. Four tasks (number line estimation, counting, naming Arabic numbers, and arithmetic calculation) were used as dependent measures. Children assigned to an intervention participated in six 10-min sessions during a period of three weeks. Children playing the linear number board game improved their performance on the number line estimation task, while children playing the other games did not. Furthermore, children playing the linear number board game showed a substantial enhancement of their calculation performance. The positive effects of playing linear number board games support the representational mapping hypothesis. The finding concerning calculation provides support to the assumption that a linear representation is important for early arithmetical learning.
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| 31. |
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| 32. |
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| 33. |
- Ferreira, Janna, et al.
(författare)
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Reading why not? : Literacy skills in children with motor and speech impairments
- 2007
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Ingår i: Communication Disorders Quarterly. - : SAGE Publications. - 1525-7401 .- 1538-4837. ; 28:4, s. 236-251
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Tidskriftsartikel (refereegranskat)abstract
- In this study, 12 participants with various levels of motor and speech deficits were tested to explore their reading skills in relation to letter knowledge, speech level, auditory discrimination, phonological awareness, language skills, digit span, and nonverbal IQ. Two subgroups, based on a median split of reading performance, are described: the low- and high-level readers, where low-level readers perform significantly lower on reading than the other subgroup. The subgroups had a general tendency to perform low versus high on most variables tested, but not on digit span. The study stresses the importance of auditory discrimination skills and general language skills as a fundamental base for literacy. The study also generates new hypotheses that will need to be investigated further. For example, further intervention studies for phonological awareness are proposed, and a hypothesis about the effect of impaired articulation usage during reading is presented.
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| 34. |
- Ferreira, Janna, 1973-
(författare)
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Sounds of silence : Phonological awareness and written language in children with and without speech
- 2007
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Avhandlingens övergripande syfte var att undersöka fonologisk medvetenhet och skriftspråklig förmåga hos talande eller icke-talande barn, med lässvårigheter eller motoriska talsvårigheter. De huvudsakliga fynden i denna avhandling var: (1) För barn med lässvårigheter som befinner sig på en tidig nivå i sin läsutveckling bör intervention kring läs- och skrivförmågor fokusera på barnets svaghet snarare än styrkan vad gäller ordavkodning. (2) För barn med lässvårigheter hade såväl fonologisk som ortografisk intervention effekt på förmågan att läsa och skriva. Fonologisk intervention hade effekt även på barnen med lägst läsförmåga. (3) För barn med motoriska talsvårigheter var det signifikanta skillnader mellan de bästa och de sämsta läsarna vad gäller auditiv fonemdiskrimination och generella språkförmågor. (4) För barn med motoriska talsvårigheter hade fonologisk intervention effekt på förmågan att stava ord men inte på läsförmågan. (5) I en analys av nonsensord undersöktes stavfel hos en flicka med anartri. Fler stavfel återfanns i längre ord och en högre grad av fel återfanns i mitten av ord, vilket tyder på svårigheter med arbetsminne och med att segmentera ord.Fynden diskuteras i relation till fonologisk informationsbearbetning inom fyra delområden: fonologiska representationer, fonologisk produktion, fonologiskt minne och fonologisk medvetenhet. Talets betydelse för läs- och skrivförmågan är komplex. Även ett gravt avvikande tal kan ge fonologisk återkoppling och för barn med anartri tycks bristen på tal spela en viss roll.Denna avhandling har ett handikappvetenskapligt synsätt och bidrar till den övergripande förståelsen av fonologisk medvetenhet och skriftspråklig förmåga. Flera av fynden är direkt applicerbara i kliniska sammanhang.
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| 35. |
- 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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| 36. |
- Fälth, Linda, 1973-, et al.
(författare)
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Assessment Support as Part of Teacher Duties in the Subject of Swedish at the Elementary Level
- 2019
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Ingår i: International Journal of Learning, Teaching and Educational Research. - Flacq : Society for Research and Knowledge Management. - 1694-2493 .- 1694-2116. ; 18:4, s. 85-109
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study was to examine and describe the use of a formative assessment support regarding reading instruction in grades 1-3, viewed from a teacher perspective. Sixty-five teachers from all parts of Sweden responded to a questionnaire, who had used the support for at least one year. Of the participant teachers, nine were interviewed for the purpose of performing an in-depth analysis of the questions. The teachers stated that the primary use of the assessment results was to identify students in need of extra support, as a basis for performance appraisals, as well as for further lesson planning. Formative assessment was, on the one hand, described as a concrete practical method and, on the other hand, as an attitude. The results also indicate a feeling of frustration that, notwithstanding the current deeper insight into what every student needs, the teaching still proceeds on some middle-ground path or level.
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| 37. |
- Fälth, Linda, et al.
(författare)
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Computer-assisted Interventions Targeting Reading Skills of Children with Reading Disabilities - A Longitudinal Study
- 2013
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Ingår i: Dyslexia. - : Wiley. - 1076-9242 .- 1099-0909. ; 19:1, s. 37-53
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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.
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| 38. |
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| 39. |
- Fälth, Linda, 1973-, et al.
(författare)
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Lärares erfarenheter av deltagande i en datorbaserad interventionsstudie som syftar till att öka elevernas läsförmåga.
- 2014
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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-
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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.
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| 40. |
- Fälth, Linda, 1973-, et al.
(författare)
-
Self-image and Reading Development - the Effect of Self-Image on Reading Development among Pupils in Grade 2
- 2014
-
Ingår i: Online Journal of Counselling and Education. - 2146-8192. ; 3:4, s. 17-34
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Tidskriftsartikel (refereegranskat)abstract
- The overall purpose of the present study was to examine the relationship between self-image and different reading abilities among pupils with reading difficulties in grade 2. The purpose was also to examine whether there were any differences between typical readers and pupils with reading difficulties with regard to self-image. The empirical material consists of 130 pupils who were tested at five different test sessions with different reading-related tests. Their self-image was tested twice at an interval of nearly a school yearThe results showed that there were differences between pupils with reading difficulties and typical readers with regard to the self-image level, where pupils with reading disabilities had a significantly lower self-image than typical readers. Among pupils with reading disabilities those with a low self-image showed significantly less improvement in word decoding and reading comprehension than students with a typical self-image.
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| 41. |
- Gustafson, Adrian, et al.
(författare)
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Nitrogen restricts future sub-Arctic treeline advance in an individual-based dynamic vegetation model
- 2021
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Ingår i: Biogeosciences. - : Copernicus GmbH. - 1726-4170 .- 1726-4189. ; 18, s. 6329-6347
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Tidskriftsartikel (refereegranskat)abstract
- Arctic environmental change induces shifts in high-latitude plant community composition and stature with implications for Arctic carbon cycling and energy exchange. Two major components of change in high-latitude ecosystems are the advancement of trees into tundra and the increased abundance and size of shrubs. How future changes in key climatic and environmental drivers will affect distributions of major ecosystem types is an active area of research. Dynamic vegetation models (DVMs) offer a way to investigate multiple and interacting drivers of vegetation distribution and ecosystem function. We employed the LPJ-GUESS tree-individual-based DVM over the Torneträsk area, a sub-Arctic landscape in northern Sweden. Using a highly resolved climate dataset to downscale CMIP5 climate data from three global climate models and two 21st-century future scenarios (RCP2.6 and RCP8.5), we investigated future impacts of climate change on these ecosystems. We also performed model experiments where we factorially varied drivers (climate, nitrogen deposition and [CO2]) to disentangle the effects of each on ecosystem properties and functions. Our model predicted that treelines could advance by between 45 and 195 elevational metres by 2100, depending on the scenario. Temperature was a strong driver of vegetation change, with nitrogen availability identified as an important modulator of treeline advance. While increased CO2 fertilisation drove productivity increases, it did not result in range shifts of trees. Treeline advance was realistically simulated without any temperature dependence on growth, but biomass was overestimated. Our finding that nitrogen cycling could modulate treeline advance underlines the importance of representing plant-soil interactions in models to project future Arctic vegetation change.
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| 42. |
- Gustafson, Anna, et al.
(författare)
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Operator influence on the loading process at LKAB's Iron ore mines
- 2020
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Ingår i: Journal of the Southern African Institute of Mining and Metallurgy. - : The Southern African Institute of Mining and Metallurgy. - 2225-6253 .- 2411-9717. ; 120:3, s. 191-202
-
Tidskriftsartikel (refereegranskat)abstract
- The loading process in sublevel caving mines entails loading material from the drawpoint using load haul dump machines that transport the material to orepasses or trucks, depending on the mine conditions. When each bucket is drawn from the drawpoint, a decision must be made as to whether loading should continue or be stopped and the next ring blasted. The decision to abandon the drawpoint is irrevocable, as it is followed by the blasting of the next ring. Abandonment of the drawpoint too early leads to ore losses and inefficient use of ore resources. Loading beyond the optimal point increases dilution as well as mining costs.The experience of the LHD operators is an important basis for manual drawpoint control. However, it has been difficult to establish which specific factors manual drawpoint control is based on. To try to shed more light on these factors we analysed the operators' experiences at LKAB's Kiirunavaara and Malmberget iron ore mines. The operators in the two mines completed a questionnaire on the current loading practices and the process of deciding to abandon 'normal' rings, opening rings, and rings with loading issues.It was found that in both case study mines, most decisions on the abandonment of drawpoints are made by the operators. The more experienced operators tend to make more decisions themselves rather than rely on support from the existing support functions.
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| 43. |
- Gustafson, Gösta, et al.
(författare)
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Collider events on a quantum computer
- 2022
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Ingår i: Journal of High Energy Physics. - 1029-8479. ; 2022:11
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Tidskriftsartikel (refereegranskat)abstract
- High-quality simulated data is crucial for particle physics discoveries. Therefore, parton shower algorithms are a major building block of the data synthesis in event generator programs. However, the core algorithms used to generate parton showers have barely changed since the 1980s. With quantum computers’ rapid and continuous development, dedicated algorithms are required to exploit the potential that quantum computers provide to address problems in high-energy physics. This paper presents a novel approach to synthesising parton showers using the Discrete QCD method. The algorithm benefits from an elegant quantum walk implementation which can be embedded into the classical toolchain. We use the ibm_algiers device to sample parton shower configurations and generate data that we compare against measurements taken at the ALEPH, DELPHI and OPAL experiments. This is the first time a Noisy Intermediate-Scale Quantum (NISQ) device has been used to simulate realistic high-energy particle collision events.
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| 44. |
- Gustafson, Stefan, et al.
(författare)
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Accessible hyaluronan receptors identical to ICAM-1 in mouse mast-cell tumours
- 1995
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Ingår i: Glycoconjugate Journal. - 0282-0080 .- 1573-4986. ; 12:3, s. 350-355
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Tidskriftsartikel (refereegranskat)abstract
- Immunohistochemical studies of the hyaluronan (HA)-receptor (R), originally found on liver endothelial cells (LEC) and related to the intercellular adhesion molecule 1 (ICAM-1), showed that polyclonal antibodies against HARLEC (HA receptor on LEC) also stain structures in mouse mastocytomas, mainly vessels. To test if intravenously administered HA might target the tumour receptors in vivo, mice carrying an inoculated mastocytoma in one hind leg muscle were injected in the tail vein with 125I-tyrosine (T)-labelled HA and killed 75 min after injection when organs and tissues were checked for radioactivity. When doses exceeding the binding capacity of the liver were injected, a significant increase in radioactivity (up to five-fold) within the tumour tissue was found. The weight adjusted difference between control and tumour tissue was greater for smaller tumours, probably due to necrosis in the larger. HA-staining of tumours from animals receiving 125I-T-HA, showed HA in areas that also stained weakly for ICAM-1 using monoclonal antibodies. ICAM-1 staining was dramatically increased after hyaluronidase treatment of the sections, indicating that the HA is bound to these receptors and thereby blocks antibody recognition.
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| 45. |
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| 46. |
- Gustafson, Stefan, 1968-
(författare)
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Cognitive Abilities and Print Exposure in Surface and Phonological Types of Reading Disability
- 2001
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Ingår i: Scientific Studies of Reading. - : Routhledge,Taylor & Francis Group. - 1088-8438 .- 1532-799X. ; 5:4, s. 351-375
-
Tidskriftsartikel (refereegranskat)abstract
- Subgroups of children with reading disabilities were identified by using the regression method introduced by Castles and Coltheart (1993). Children who were poor in phonological, compared to orthographic, word decoding were identified as phonological-type participants, and children who were poor in orthographic, compared to phonological, decoding were identified as surface-type participants. The results replicated previous findings reported that if categorizations are based on comparisons with younger reading-level-matched controls instead of age-matched controls, the number of surface-type children is significantly reduced. Surface-type children performed below the other groups on most cognitive measures and reported that there were fewer books in their homes, and phonological-type children showed a specific deficit in phonological word decoding. The results provided additional support for the hypothesis that the surface type of reading disability can be characterized as a general developmental delay.
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| 47. |
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| 48. |
- Gustafson, Stefan, 1968-
(författare)
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Dyslexi och hur det kan definieras
- 2009. - 1
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Ingår i: Dyslexi och andra svårigheter med skriftspråket. - Stockholm : Natur och kultur. - 9789127419346 ; , s. 7-15
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 49. |
- Gustafson, Stefan, 1968-
(författare)
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Dyslexi och interventioner
- 2009. - 1
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Ingår i: Dyslexi och andra svårigheter med skriftspråket. - Stockholm : Natur och kultur. - 9789127419346 ; , s. 282-294
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 50. |
- Gustafson, Stefan, 1968-, et al.
(författare)
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Effects of a formative assessment system on early reading development
- 2019
-
Ingår i: Education. - Mobile, AL, United States : Project Innovation. - 0013-1172. ; 140:1, s. 17-27
-
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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