| 1. |
- 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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| 2. |
- 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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| 3. |
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| 4. |
- 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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| 5. |
- 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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| 6. |
- 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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| 7. |
- 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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| 8. |
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| 9. |
- Elofsson, Jessica
(författare)
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Children’s early mathematics learning and development : Number game interventions and number line estimations
- 2017
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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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| 10. |
- Elofsson, Jessica, 1970-, et al.
(författare)
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Playing number board games supports 5-year-old children's early mathematical development
- 2016
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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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| 11. |
- 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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| 12. |
- Fälth, Linda, 1973-, et al.
(författare)
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Self-image and Reading Development - the Effect of Self-Image on Reading Development among Pupils in Grade 2
- 2014
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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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| 13. |
- 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
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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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| 14. |
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| 15. |
- 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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| 16. |
- 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
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 17. |
- Gustafson, Stefan, 1968-, et al.
(författare)
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Effects of a formative assessment system on early reading development
- 2019
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Ingår i: Education. - Mobile, AL, United States : Project Innovation. - 0013-1172. ; 140:1, s. 17-27
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Tidskriftsartikel (refereegranskat)abstract
- We present quantitative results from the pilot-year of a large scale Swedish educational project in reading development called LegiLexi, inspired by research within the Response to intervention and Formative assessment traditions. The vision of the project is that every pupil should reach adequate reading skills at the end of grade 3 in primary school. LegiLexi contains a formative assessment tool and a teacher course, which are linked together. We describe LegiLexi and analyze quantitative effects of the pilot year regarding reading development for pupils in grade 1. The design included three conditions; full access to LegiLexi, access only to the formative assessment tool, and control. Results showed that the group with full access to LegiLexi improved their word decoding and reading comprehension the most. For language comprehension, the Formative assessment only group showed the highest improvements. Thus, the features of LegiLexi seem to help enhance critical reading skills. Some changes will be made in the project to strengthen methodological aspects and further facilitate pupils’ reading development.
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| 18. |
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| 19. |
- Lindeblad, Emma, et al.
(författare)
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Assistive technology as reading interventions for children with reading impairments with a one-year follow-up
- 2017
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Ingår i: Disability and Rehabilitation. - : Taylor & Francis. - 1748-3107 .- 1748-3115. ; 12:7, s. 713-724
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Tidskriftsartikel (refereegranskat)abstract
- PURPOSE: This pilot study investigated the possible transfer effect on reading ability in children with reading difficulties after a systematic intervention to train and compensate for reading deficiencies by using applications in smartphones and tablets. The effects of using assistive technology (AT) one year after the interventions were completely studied. School related motivation, independent learning and family relations were also considered.METHOD: 35 pupils aged 10-12 years participated. They were assessed five times with reading tests. The participants, their parents and teachers were surveyed with questionnaires regarding their experience of using AT. The data from the assessments were analyzed with paired t-tests and Wilcoxon signed-rank tests. The data from the questionnaires were analyzed using content analysis.RESULTS: The paper shows that using AT can create transfer effects on reading ability one year after the interventions were finished. This means that reading impaired children may develop at the same rate as non-impaired readers. Also, increased school motivation and an increase in independent learning and family effects have been shown.CONCLUSIONS: This paper provides implications in how to facilitate reading impaired pupils' learning process and realizes the need to challenge the concept of reading to change to fit modern means of gaining information. Implications for rehabilitation Children with reading impairment could benefit from assistive technology in regards of their reading development process and increase their chances of not falling behind peers. Assistive technology as applications in smartphones and tablets may aid children with reading impairment to have an equal platform for learning in school as their peers without reading difficulties. Assistive technology could facilitate the information gaining process and subsequently increase motivation to learn and increase interest in reading activities. Assistive technology had wider effects on its users: stigmatizing situations when leaving the classroom for special education were avoided and positive effects on family life were noted.
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| 20. |
- Lindeblad, Emma, et al.
(författare)
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Self-Concepts and Psychological Well-Being Assessed By Beck Youth Inventory Among Pupils with Reading Difficulties
- 2016
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Ingår i: Reading Psychology. - : Informa UK Limited. - 0270-2711 .- 1521-0685. ; 37:3, s. 449-469
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Tidskriftsartikel (refereegranskat)abstract
- This study investigated the self-image and psychological well-being in 67 children and adolescents age 10–16 years with severe reading difficulties and/or dyslexia. The participants were assessed with Beck Youth Inventory regarding symptoms of depression, anxiety, and negative self-image. The results showed that the participants do not depict negative self-image and showed few symptoms of depression or anxiety at group level in comparison to a norm group. These results could be seen as contradictory to previous research. A questionnaire regarding self-efficacy was also distributed and showed that the participants had low self-knowledge about their reading impairments. The results were interpreted as a possible increase in knowledge among teachers and subsequent change in pedagogical strategies. In addition, technological advances may have improved the academic situation for dyslexic children. This study was a partial study in a larger project that aimed to evaluate the efficiency of assistive technologies for dyslexic children.
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| 21. |
- Nordström, Thomas, 1977-, et al.
(författare)
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Assistive technology applications for students with reading difficulties : special education teacher’s experiences and perceptions
- 2019
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Ingår i: Disability and Rehabilitation. - : Taylor & Francis. - 1748-3107 .- 1748-3115. ; 14:8, s. 798-808
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Tidskriftsartikel (refereegranskat)abstract
- Purpose: Reading and writing applications (with text-to-speech, TTS and speech-to-text, STT functions), used as assistive technology (AT) for students with reading difficulties are increasingly used in education, however, research has not sufficiently enough evaluated its potential. The purpose of this study was to explore how assistive reading and writing applications were perceived to function with regard to students’ possibilities to assimilate (i.e., “read”) and communicate (i.e., “write”) text.Methods: Following a six-week app intervention, this follow-up survey contained 54 special education teachers’ perceptions of how the use of apps impacted student motivation, learning, and its usability in special education. A total of 59 students with reading difficulties from Grade 4, Grade 8 and from high school, were assessed. Analyses included quantitative and qualitative analyses of teachers’ responses and written material.Results: The results showed individual differences in how teachers perceived app usage for text-interaction purposes, including how app usage affected student motivation and autonomy for text-based learning. Eighty-two per cent of the younger and forty-seven per cent of older students continued to use the technology after the intervention, but in various degrees.Conclusions: Based on these findings, students with reading difficulties seem to be able to use AT in order to assimilate text (i.e., to read) and to communicate text (i.e., to write), and, thus, AT has the potential to promote participation in regular education. Future research should focus on how to customize assistive technology support in order to better utilize the potential.
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