| 1. |
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| 2. |
- Hermansson, Carina, et al.
(författare)
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The (non)effect of Joint Construction in a genre-based approach to teaching writing
- 2019
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Ingår i: The Journal of educational research (Washington, D.C.). - : Routledge. - 0022-0671 .- 1940-0675. ; 112:4, s. 483-494
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Tidskriftsartikel (refereegranskat)abstract
- This quasi-experimental intervention study examines the effect of genre-based instructional practices on 90 primary students’ narrative writing achievements and is a result of six teachers’ action to meet the educational goals of the Swedish national curriculum. Specifically, the authors examine the effects of Joint Construction, the phase in the genre pedagogical model of the Sydney School known as the Teaching and Learning Cycle, in which teachers and students work together to co-construct texts. Joint Construction has been put forward as the most powerful part of the Teaching and Learning Cycle. The authors challenge this argument, presenting findings that are inconsistent with this widely held belief. Using a pretest-posttest control group design, the study shows that the Joint Construction stage did not significantly improve the quality of students’ narrative writing or increase the text length of their writings.
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| 3. |
- Johansson, Baran, 1984-
(författare)
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Two Languages, Two Scripts : Bilingual and Biscriptal Children with and without Reading Difficulties Read and Write in Persian (L1) and Swedish (L2)
- 2022
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The main aim of this dissertation was to explore L1 (Persian) and L2 (Swedish) reading and writing of 26 bilingual biscriptal children with and without reading difficulties (RD) (years 4–9). Previous studies have mainly focused on Latin scripts or one alphabetic and one non-alphabetic script with English as L1 or L2.Linguistic and cognitive skills related to word reading and writing fluency were analysed through standardised tasks across both languages. Regarding writing, each participant completed four tasks in each language, one narrative and one descriptive. Eye and Pen (EP) software was used to collect writing data and study children’s writing fluency and orthographic features that could disrupt writing fluency in each language. Furthermore, the writing of two bilingual children with RD was analysed through a meaning-making analysis. The EP software was used to investigate their writing processes. Moreover, a questionnaire was designed and interviews were conducted to investigate all the participants’ language and literacy usage and practice at home.The results demonstrated that both bilingual children with and without RD were more fluent writers in their L2 (Swedish) compared to their L1 (Persian). Furthermore, most children were also more efficient readers in Swedish compared to Persian. The results also suggest that orthographic features could negatively affect children’s reading efficiency and writing fluency. Furthermore, the linguistic and cognitive skills that relate to word reading and writing fluency could vary across languages depending on the orthographic features and orthographic depth of each language. The results also suggest that the extent to which bilingual children with RD can use their knowledge about writing in both languages could depend on the type and extent of their difficulties. The results are analysed in relation to previous research and the educational implications are discussed.
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| 4. |
- Knospe, Yvonne, 1986-, et al.
(författare)
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Skrivande vid inlärningssvårigheter
- 2022
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Ingår i: Skrivdidaktik i grundskolan. - Lund : Studentlitteratur AB. - 9789144144931 ; , s. 281-305
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Bokkapitel (refereegranskat)
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| 5. |
- Levlin, Maria, 1971-, et al.
(författare)
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An evaluation of systematized phonics on reading proficiency in Swedish second grade poor readers : Effects on pseudoword and sight word reading skills
- 2020
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Ingår i: Dyslexia. - : John Wiley & Sons. - 1076-9242 .- 1099-0909. ; 26:4, s. 427-441
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Tidskriftsartikel (refereegranskat)abstract
- The aim of the present study was to evaluate the effect of systematized phonics on word reading in Swedish second grade poor readers. Forty-nine children who performed at or below the 25th percentile on pseudoword reading and/or sight word reading at the beginning of second grade participated in the study. The study had a cross-over design exploring within-and between-group effects of two different conditions: systematized phonics and classroom instruction. Overall, systematized phonics proved more effective than classroom instruction. At pre-intervention, no child performed above the 30th percentile in pseudoword reading or sight word reading. At post-intervention, corresponding numbers were 69% for pseudoword reading and 35% for sight word reading. Implications for a policy change in Sweden towards mandatory systematized phonics in primary school are discussed.
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| 6. |
- Levlin, Maria, 1971-, et al.
(författare)
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Educational attainment in Swedish (L1) and English (L2) for students with reading difficulties : a longitudinal case study from primary to the end of secondary school
- 2024
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Ingår i: Scandinavian Journal of Educational Research. - : Routledge. - 0031-3831 .- 1470-1170. ; 68:2, s. 172-188
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Tidskriftsartikel (refereegranskat)abstract
- This longitudinal case study examines reading difficulties identified in Grade 2 and Grade 6 national assessment test (NAT) scores in relation to Grade 9 NAT in Swedish (L1) and English (L2). A norm-referenced screening was used in Grade 2 to assess word reading and reading comprehension. In line with the simple view of reading, four subgroups were identified: (1) Typical reading development, (2) Word reading difficulties, (3) Reading comprehension difficulties, and (4) Mixed difficulties. Results indicate that reading difficulties in primary school have long-standing implications for educational attainment in Swedish and English. In logistic regression models students with reading difficulties in Grade 2 and low Grade 6 NAT-scores had a higher probability to achieve low attainment levels in Grade 9. This implies that a norm-referenced screening in Grade 2 can be useful for identifying students at risk of low attainment in language subjects at the end of compulsory school.
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| 7. |
- Levlin, Maria, 1971-, et al.
(författare)
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Evaluating the Effect of Rich Vocabulary Instruction and Retrieval Practice on the Classroom Vocabulary Skills of Children With (Developmental) Language Disorder
- 2022
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Ingår i: Language, Speech, and Hearing Services in Schools. - : American Speech-Language-Hearing Association. - 0161-1461 .- 1558-9129. ; 53:2, s. 542-560
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Tidskriftsartikel (refereegranskat)abstract
- Purpose: Learning new vocabulary has been identified as a challenge for students with (developmental) language disorder ((D)LD). In this study, we evaluate the effects of two active learning methods, (a) retrieval practice (RP) and (b) rich vocabulary instruction (RVI), in a group of students with (D)LD in secondary school.Method: A quasi-experimental counterbalanced within-subject design was used to compare and evaluate the effect of RP and RVI on learning Tier 2 vocabulary, with target and control words as dependent measures. Eleven students with (D)LD (Mage = 14.9 years) attending a language unit participated. RP and RVI were implemented in regular classroom activities during 16 lessons (eight lessons/instructional condition). Learning was assessed by comparing performance on a pretest session 1–2 weeks prior, with posttest performance 1 week after each instructional condition.Results: The learning gain for RP was superior to that for RVI, both with respect to the Bayesian probabilistic estimations for target words relative to control words and in direct comparison with RVI. Only weak evidence was found for RVI with respect to the Bayesian probabilistic estimations for target words relative to control words.Conclusions: All participants showed positive learning gains following RP,whereas the outcome for RVI was more diverse. This initial work suggests that RP promotes larger learning gains relative to RVI and promotes learning across language profiles. This study extends previous studies by exploring the implementation of RP in regular classroom activities and by using more complex to be-learned material (Tier 2 words).
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| 8. |
- Levlin, Maria, 1971-
(författare)
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Lässvårigheter, språklig förmåga och skolresultat i tidiga skolår : en undersökning av 44 elever i årskurs 2 till 3
- 2014
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- I skolverkets rapporter framkommer att ca 15-20 % av eleverna inte klarar nationella proven i grundskolan. Varje år går även alltför många elever ut grundskolan utan behörighet till något av de nationella gymnasieprogrammen. Det finns ett behov av mer kunskap om vilka elever som riskerar att inte nå målen för att underlätta tidig identifiering. Läsförmåga och språkförståelse är några av de faktorer som i tidigare studier visat sig påverka utfallet i skolresultat. I den här studien undersöks hur lässvårigheter i tidiga skolår relaterar till språkförståelse, samt hur lässvårigheter och variationer i språkförståelsen påverkar skolresultaten i nationella proven i åk 3. I studien deltog 44 elever med positivt utfall i en screening av läsförståelse, avkodning och stavning i åk 2. Svag läsförståelse i åk 2 innebar en större risk för språkförståelsesvårigheter i åk 3. Elever med enbart avkodnings- eller stavningssvårigheter i åk 2 hade däremot en god språkförståelse i åk 3. Språkförståelsen visade i sin tur signifikanta samband med utfallet i läsförståelse i ämnesprovet i svenska och med 5 av 6 delprov i matematik i nationella proven i åk 3. En viktig implikation blir att inkludera även språkförståelse i arbetet med elever som har läsförståelsesvårigheter. Studiens resultat indikerar att det inte räcker med en bättre avkodningsförmåga för att uppnå en god läsförståelse. Det krävs även insatser för att främja ordförråd, grammatisk kompetens och förståelsestrategier på diskursnivå. En hög andel av eleverna som inte fick godkänt i delproven i svenska respektive matematik i åk 3 var identifierade i screeningen redan i åk 2. Det här indikerar att det är möjligt att använda en screening av läsförmågan i åk 2 för att identifiera vilka elever som riskerar att inte klara läroplanens mål. Samtidigt var det många elever med svag läs- och stavningsförmåga i åk 2 som ändå klarade nationella proven. Den här studiens resultat indikerar att det framförallt är eleverna med läsförståelsesvårigheter som riskerar att inte klara nationella proven, medan eleverna med enbart avkodnings- eller stavningssvårigheter klarar nationella proven betydligt bättre. Det behövs däremot fortsatta longitudinella studier för att klargöra i vilken mån de elever som klarade de nationella proven i åk 3 trots lässvårigheter även kommer att klara nationella prov och läroplanens mål på längre sikt.
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| 9. |
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| 10. |
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| 11. |
- Levlin, Maria, 1971-, et al.
(författare)
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Skriva och läsa : att konstruera förståelse
- 2022. - 1
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Ingår i: Skrivdidaktik i grundskolan. - Lund : Studentlitteratur AB. - 9789144144931 ; , s. 69-96
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 12. |
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| 13. |
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| 14. |
- Levlin, Maria, 1971-
(författare)
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Tidig intensiv avkodningsträning i åk 2
- 2017
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Ingår i: Dyslexi. - : Svenska Dyslexiföreningen. - 1401-2480. ; 22:4, s. 6-11
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 15. |
- Levlin, Maria, 1971-, et al.
(författare)
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Written Language in Children With Weak Reading and Spelling Skills : The Role of Oral Language, Phonological Processing, Verbal Working Memory and Reading
- 2020
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Ingår i: L1-Educational Studies in Language and Literature. - : International Association for Research in L1 Education (ARLE). - 1567-6617 .- 1573-1731. ; 20, s. 1-25
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Tidskriftsartikel (refereegranskat)abstract
- This study investigated patterns of written language and the relation of oral language, phonological processing, verbal working memory and reading to written language in early writers with weak reading and/or spelling in grade 2 (n = 39). In grade 3, the students participated in an assessment of oral and written language. A resolved group with age typical oral language, phonological processing and reading (n = 11) performed better than their unresolved peers (n = 28) on almost all written language measures. Spelling, text length, grammatical accuracy and vocabulary diversity were the most challenging aspects for the unresolved group. Oral language correlated significantly with the composite written language score, text length and vocabulary diversity, while phonological processing was related to grammatical accuracy and working memory to the composite written language score and spelling. Word reading and reading comprehension were not related to any written language measures. Regression analyses confirmed that oral language contributed significantly to the variation in the composite written language score, text length and vocabulary diversity. The results emphasize the importance of oral language for written language in early writers with (a history of) weak reading and/or spelling.
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| 16. |
- Sehlström, Pär, et al.
(författare)
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Self-efficacy for writing and written text quality of upper secondary students with and without reading difficulties
- 2023
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Ingår i: Frontiers in Psychology. - : Frontiers Media S.A.. - 1664-1078. ; 14
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Tidskriftsartikel (refereegranskat)abstract
- Introduction: Self-efficacy for writing (SEW) and reading ability are some of several factors that may be related to the quality of written text that students produce. The aim of the current study was (1) to explore the variation in SEW and written text quality in L1-Swedish and L2-English among upper secondary students with different reading profiles in L1 (typical reading vs. reading difficulties) and with different study backgrounds (SB1year or SB2years = one or two years of studies of Swedish and English, respectively), and in the next step (2) to explore if individual variations in L1-reading and SEW may explain variation in written text quality.Methods: Participants were 100 upper secondary students (aged 17–18) with different reading profiles operationalized as typical reading and reading difficulties. Data consisted of screening for word recognition and reading comprehension, text quality results from argumentative L1- and L2-writing tasks, school information on study background in Swedish/English, and students’ responses from an online survey about SEW.Results: As to SEW results, an ANOVA revealed significant main effects for reading profile and study background in L1, but in L2 there was only a significant main effect for reading profile. Written text quality results indicated that there was a significant interaction effect between reading profile and study background in L1, indicating that the significant main effect for reading profile on written text quality was influenced by the group of students with reading difficulties and SB1year. There was a significant main effect for reading profile and study background on written text quality in L2. Students with reading difficulties and SB1year were the most vulnerable group, and they had the lowest scores in L1/L2 SEW and written text quality in L1 and L2. Multiple regression results indicated that word recognition and SEW contributed significantly to L1-text quality, and word recognition, reading comprehension, and SEW contributed significantly to L2-text quality. Thus, this study sheds light on the under-researched area of L1/L2 SEW and text quality of students with reading difficulties at the level of upper secondary school.Discussion: Pedagogical implications are discussed and highlight the need for writing instruction across subjects in upper secondary school and for extra writing support/scaffolding for students with reading difficulties and shorter study background in the language subjects L1 (Swedish) and L2 (English).
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| 17. |
- Sehlström, Pär, et al.
(författare)
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Swedish (L1) and English (L2) argumentative writing of upper secondary students with reading difficulties
- 2022
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Ingår i: L1-Educational Studies in Language and Literature. - : International Association for Research in L1 Education (ARLE). - 1567-6617 .- 1573-1731. ; 22:1
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Tidskriftsartikel (refereegranskat)abstract
- Writing has been identified as a challenge for students with reading difficulties. This study contributes to previous research by exploring argumentative writing in L1 (Swedish) and L2 (English) in a group of students with reading difficulties in upper secondary school. Participants were 19 students with typical reading, 19 students with poor decoding, and 9 students with poor comprehension. A majority of students attended vocational programmes. Written text quality was assessed by using an adapted version of Jacobs et al.'s (1981) analytic scoring scheme including content, organisation, cohesion, vocabulary, language use, spelling, and punctuation. Students with reading difficulties (regardless of reader subgroup) were found to perform poorly in all categories in both L1 and L2, with spelling being particularly challenging in L1, and cohesion, language use, spelling, and punctuation in L2. Significant differences were found between students with poor comprehension and students with typical reading in cohesion, language use and spelling in L2. Few other significant differences were identified possibly due to an overall poor writing outcome also for students with typical reading. This general poor outcome in writing is discussed in relation to previous studies on writing among students with reading difficulties and writing in vocational programmes.
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| 18. |
- Vandermeulen, Nina, et al.
(författare)
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Getting a grip on the writing process : (Effective) approaches to write argumentative and narrative texts in L1 and L2
- 2024
-
Ingår i: Journal of second language writing. - : Elsevier. - 1060-3743 .- 1873-1422. ; 65
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Tidskriftsartikel (refereegranskat)abstract
- This study explored writing processes in two languages (L1-Swedish and L2-English) and in two text types (argumentative and narrative) of 158 upper-secondary students by analysing keystroke logging data. The main aim of this study was to identify effective writing processes of argumentative and narrative tasks in L1 and L2. First, results of the mixed effects model analysis showed that students' typical writing processes displayed differences in timing, higher and lower order pauses, production speed, and revision depending on the language in which they wrote and the type of text they wrote. Secondly, using regression model analyses we explored which writing process patterns were positively related to text quality. By combining a reduced set of process measures, we identified effective writing process patterns. These patterns explained a rather substantial part of the variance in text quality, more precisely, between 56.1 % and 69.3 %. This study contributes to the current field of writing process studies by expanding our knowledge of typical and effective writing processes in argumentative and narrative writing in upper-secondary students' L1 and L2. These insights can be used to further shape writing education to support students’ writing across languages and text types.
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| 19. |
- Vandermeulen, Nina, et al.
(författare)
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Getting a grip on the writing process : (Effective) approaches to write argumentative and narrative texts in L1 and L2
- 2024
-
Ingår i: Journal of second language writing. - : Elsevier. - 1060-3743 .- 1873-1422. ; 65
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Tidskriftsartikel (refereegranskat)abstract
- This study explored writing processes in two languages (L1-Swedish and L2-English) and in twotext types (argumentative and narrative) of 158 upper-secondary students by analysing keystrokelogging data. The main aim of this study was to identify effective writing processes of argumentativeand narrative tasks in L1 and L2. First, results of the mixed effects model analysisshowed that students’ typical writing processes displayed differences in timing, higher and lowerorder pauses, production speed, and revision depending on the language in which they wrote andthe type of text they wrote. Secondly, using regression model analyses we explored which writingprocess patterns were positively related to text quality. By combining a reduced set of processmeasures, we identified effective writing process patterns. These patterns explained a rathersubstantial part of the variance in text quality, more precisely, between 56.1 % and 69.3 %. Thisstudy contributes to the current field of writing process studies by expanding our knowledge oftypical and effective writing processes in argumentative and narrative writing in upper-secondarystudents’ L1 and L2. These insights can be used to further shape writing education to supportstudents’ writing across languages and text types.
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| 20. |
- Waldmann, Christian, Professor, 1976-, et al.
(författare)
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Reading profiles in secondary school : concurrent language and cognitive abilities, and retrospective and prospective reading skills
- 2024
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Ingår i: Frontiers in Psychology. - : Frontiers Media S.A.. - 1664-1078. ; 14
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Tidskriftsartikel (refereegranskat)abstract
- Introduction: We examined the concurrent language and cognitive abilities in a group of Swedish students with di?erent reading profiles in secondary school, and the retrospective (primary school) and prospective (upper-secondary school) reading skills of each reading profile.Methods: Seventy-nine students participated in data collections in primary (grade 2: age 8), secondary (grade 8: age 14) and upper-secondary school (year 2: age 17). Independent variables included measures of word recognition, and vocabulary and text comprehension in secondary school. Dependent variables included measures of phonemic awareness, verbal fluency, listening comprehension, spelling, verbal working memory and nonverbal reasoning skills in secondary school, and word recognition and reading comprehension in primary and upper-secondary school.Results: When exploring the concurrent language and cognitive abilities of the reading profiles in secondary school, spelling emerged as a weakness and listening comprehension as a strength for students with poor decoding. Students with poor comprehension experienced weaknesses in spelling, and non-verbal reasoning. Students with both poor decoding and comprehension displayed a multi-deficit profile in language and cognition. As regards the retrospective and prospective reading skills, the relative ranking of the reading profiles was rather consistent in both primary and upper-secondary school.Discussion: The findings suggest that limitations in phonological awareness may not be a prominent feature of secondary school students with poor decoding in more transparent orthographies. From an educational perspective, spoken sources may support learning among students with poor decoding, whereas students with poor comprehension or combined difficulties in decoding and comprehension need support when learning from both spoken and written sources.
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| 21. |
- Waldmann, Christian, Docent, 1976-, et al.
(författare)
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Skrivande hos elever med olika typer av lässvårigheter
- 2019
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Ingår i: Klassrumsforskning och språk(ande). - Karlstad : Karlstads universitet. - 9789187884276 ; , s. 305-323
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Konferensbidrag (refereegranskat)abstract
- I denna studie undersöks textlängd, narrativ kvalitet, lexikal variation och stavning i narrativa texter skrivna i årskurs 3 av elever identifierade med typisk respektive svag avkodning och/eller läsförståelse i en screening i årskurs 2. Deltagare är 16 elever med avkodningssvårigheter, 19 elever med läsförståelsesvårigheter, 12 elever med både avkodnings- och läsförståelsesvårigheter samt 16 elever med typisk avkodning och läsförståelse. Textmaterialet består av den fria narrativa skrivuppgiften i det nationella ämnesprovet i årskurs 3. Texterna analyseras med hjälp av kvantitativa mått på textlängd, narrativ kvalitet, lexikal variation och stavning samt deskriptiva och parametriska analysmetoder. Resultaten visar att det finns signifikanta skillnader i textlängd, narrativ kvalitet och lexikal variation mellan de fyra elevgrupperna. Alla tre grupper med lässvårigheter skrev signifikant kortare texter jämfört med gruppen med typisk läsförmåga. Narrativ kvalitet och lexikal variation visade sig vara särskilt utmanande för grupperna med läsförståelsesvårigheter. Stavning uppvisade inga signifikanta skillnader mellan några grupper. Sammantaget indikerar studien att elever med läsförståelsesvårigheter utgör en särskilt sårbar grupp i skrivutvecklingen.
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| 22. |
- Waldmann, Christian, Professor, 1976-, et al.
(författare)
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Ungdomars skrivpraktiker på fritiden
- 2022
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Ingår i: Språk i skola, på fritid och i arbetsliv. - : Association suédoise de linguistique appliquée (ASLA). - 9789187884290 ; , s. 187-212
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Bokkapitel (refereegranskat)abstract
- Med utgångspunkt i New Literacy Studies syn på skrivande som en social praktik syftar föreliggande studie till att synliggöra ungdomars skrivpraktiker på fritiden. Mer specifikt undersöktes vad ungdomar skriver, i vilka syften de skriver, vilka uppfattningar de har om sitt eget skrivande och hur dessa uppfattningar relaterar till vad och i vilka syften de skriver. Tretton ungdomar från olika gymnasieprogram deltog i semistrukturerade intervjuer som analyserades innehållsligt för att identifiera konkreta skrivhändelser, funktioner och uppfattningar om skrivande. Resultaten visade att de vanligast förekommande skrivhändelserna hade en kommunikativ funktion, t.ex. sms, inlägg i sociala medier och meddelanden i dataspelschattar. Ungdomarna iscensatte olika skrivhändelser även i syfte att planera/organisera, dokumentera, lösa problem, uttrycka kreativitet och bilda sig. Ungdomarnas uppfattningar om skrivande på fritiden rörde sig på en skala från negativt (svårt och tråkigt) till positivt (enkelt och roligt). Både individexterna (t.ex. intressant och relevant ämne) och individinterna (t.ex. god språklig behärskning) faktorer bidrog till ungdomarnas uppfattningar om skrivande som något positivt. Särskilt påtagligt var att en god språklig behärskning av engelska var en viktig motivationsfaktor till att skriva på fritiden. De negativa uppfattningarna formades däremot nästan uteslutande av individinterna faktorer som relaterade till bristande språk- och skrivfärdigheter och kunde förstärkas av rådande normer och föreställningar om språklig korrekthet och skrivriktighet i samhället.
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| 23. |
- Åsberg Johnels, Jakob, 1978, et al.
(författare)
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Tracing the longitudinal role of orthographic knowledge in spelling development from primary to upper‐secondary school
- 2024
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Ingår i: Journal of research in reading (Print). - : John Wiley & Sons. - 0141-0423 .- 1467-9817. ; 47:2, s. 117-131
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Tidskriftsartikel (refereegranskat)abstract
- Background: Phonological processing skills have been found to contribute to spelling development across different orthographies; however, less is known about the role of orthographic knowledge. This longitudinal study explores the contribution of phonological and orthographic knowledge to spelling development in a semi-transparent orthography (Swedish) across a period of 10 years.Methods: A group of Swedish speaking children were assessed on phonological recoding (phonological choice-task), orthographic knowledge (choice-task) and spelling (dictation task) in primary school (grade 2, age 8, total N = 99), secondary school (grade 8, age 14, N = 99) and again in upper secondary school (year 2, age 17, N = 79). Furthermore, spelling in a natural writing assignment was collected in upper secondary school. Spelling scores from grade 8 (dictation) and year 2 in upper secondary school (dictation and text) were included as dependent variables in three sets of hierarchical regression analyses. In the first step spelling performance in grade 2 was included to control for the autoregressive effect. In the second step, orthographic knowledge and phonological recoding from grade 2 were entered into the model in order to test for the longitudinal prediction.Results: Test scores within and across ages were significantly correlated in bivariate analysis. Regression analysis revealed that orthographic knowledge in grade 2 was a unique longitudinal predictor of spelling performance across time-points (secondary and upper secondary school) and assessment formats (dictation and text), beyond the contribution of the control variables.Conclusions: This study confirms the role of early orthographic knowledge in Swedish spelling development throughout the school years assessed in standardized dictation tasks as well as in naturalistic writing assignments.
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