| 1. |
- Andin, Josefine, 1979-, et al.
(författare)
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Arithmetic in the adult deaf signing brain
- 2020
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Ingår i: Journal of Neuroscience Research. - : John Wiley & Sons. - 0360-4012 .- 1097-4547. ; 98:4, s. 643-654
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Tidskriftsartikel (refereegranskat)abstract
- We have previously shown that deaf signers recruit partially different brain regions during simple arithmetic compared to a group of hearing non-signers, despite similar performance. Specifically, hearing individuals show more widespread activation in brain areas that have been related to the verbal system of numerical processing, i.e., the left angular and inferior frontal gyrus, whereas deaf individuals engaged brain areas that have been related to the quantity system of numerical processing, i.e., the right horizontal intraparietal sulcus. This indicates that compared to hearing non-signers, deaf signers can successfully make use of processes located in partially different brain areas during simple arithmetic. In this study, which is a conceptual replication and extension of the above-presented study, the main aim is to understand similarities and differences in neural correlates supporting arithmetic in deaf compared to hearing individuals. The primary objective is to investigate the role of the right horizontal intraparietal gyrus, the left inferior frontal gyrus, the hippocampus, and the left angular gyrus during simple and difficult arithmetic and how these regions are connected to each other. A second objective is to explore what other brain regions support arithmetic in deaf signers. Up to 34 adult deaf signers and the same amount of hearing non-signers will be enrolled in an functional magnetic resonance imaging study that will include simple and difficult subtraction and multiplication. Brain imaging data will be analyzed using whole-brain analysis, region of interest analysis and connectivity analysis. This is the first study to investigate neural underpinnings of arithmetic of different difficulties in deaf individuals.
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| 2. |
- Andin, Josefine, 1979-, et al.
(författare)
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Arithmetic in the signing brain : Differences and similarities in arithmetic processing between deaf signers and hearing non-signers
- 2023
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Ingår i: Journal of Neuroscience Research. - : John Wiley & Sons. - 0360-4012 .- 1097-4547. ; 101:1, s. 172-195
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Tidskriftsartikel (refereegranskat)abstract
- Deaf signers and hearing non-signers have previously been shown to recruit partially different brain regions during simple arithmetic. In light of the triple code model, the differences were interpreted as relating to stronger recruitment of the verbal system of numerical processing, that is, left angular and inferior frontal gyrus, in hearing non-signers, and of the quantity system of numerical processing, that is, right horizontal intraparietal sulcus, for deaf signers. The main aim of the present study was to better understand similarities and differences in the neural correlates supporting arithmetic in deaf compared to hearing individuals. Twenty-nine adult deaf signers and 29 hearing non-signers were enrolled in an functional magnetic resonance imaging study of simple and difficult subtraction and multiplication. Brain imaging data were analyzed using whole-brain analysis, region of interest analysis, and functional connectivity analysis. Although the groups were matched on age, gender, and nonverbal intelligence, the deaf group performed generally poorer than the hearing group in arithmetic. Nevertheless, we found generally similar networks to be involved for both groups, the only exception being the involvement of the left inferior frontal gyrus. This region was activated significantly stronger for the hearing compared to the deaf group but showed stronger functional connectivity with the left superior temporal gyrus in the deaf, compared to the hearing, group. These results lend no support to increased recruitment of the quantity system in deaf signers. Perhaps the reason for performance differences is to be found in other brain regions not included in the original triple code model.
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| 3. |
- Danielsson, Henrik, Professor, 1974-
(författare)
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Randomiserade kontrollerade studier av interventionsprogram för elever med tidiga läs- och matematiksvårigheter
- 2023
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Ingår i: Resultatdialog 2023. - : Vetenskapsrådet. - 9789189845107 ; , s. 15-18
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Forskningens syfte var att utveckla och utvärdera två interventioner för elever med tidiga lässvårigheter eller tidiga mattesvårigheter. Resultaten visade att bägge interventionerna hade en medelstor till stor effekt på förbättring för interventionsgrupperna direkt efter interventionerna. Ett år efter interventionerna hade de flesta av de positiva effekterna minskat till ungefär hälften.
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| 4. |
- Elwér, Åsa, et al.
(författare)
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Geometry in the brain optimized for sign language - A unique role of the anterior superior parietal lobule in deaf signers
- 2024
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Ingår i: Brain and Language. - : ACADEMIC PRESS INC ELSEVIER SCIENCE. - 0093-934X .- 1090-2155. ; 253
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Tidskriftsartikel (refereegranskat)abstract
- Geometry has been identified as a cognitive domain where deaf individuals exhibit relative strength, yet the neural mechanisms underlying geometry processing in this population remain poorly understood. This fMRI study aimed to investigate the neural correlates of geometry processing in deaf and hearing individuals. Twentytwo adult deaf signers and 25 hearing non -signers completed a geometry decision task. We found no group differences in performance, while there were some differences in parietal activation. As expected, the posterior superior parietal lobule (SPL) was recruited for both groups. The anterior SPL was significantly more activated in the deaf group, and the inferior parietal lobule was significantly more deactivated in the hearing group. In conclusion, despite similar performance across groups, there were differences in the recruitment of parietal regions. These differences may reflect inherent differences in brain organization due to different early sensory and linguistic experiences.
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| 5. |
- Furnes, Bjarte, et al.
(författare)
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The stability and developmental interplay of word reading and spelling: a cross-linguistic longitudinal study from kindergarten to grade 4
- 2023
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Ingår i: Reading and writing. - : SPRINGER. - 0922-4777 .- 1573-0905.
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Tidskriftsartikel (refereegranskat)abstract
- We investigated the stability and developmental interplay of word reading and spelling in samples of Swedish (N = 191) and U.S. children (N = 489) followed across four time points: end of kindergarten, grades 1, 2, and 4. Cross-lagged path models revealed that reading and spelling showed moderate to strong autoregressive effects, with reading being more predictable over time than spelling. Regarding the developmental interplay, we found a bidirectional relationship between reading and spelling from kindergarten to Grade 1. However, starting in Grade 1, reading predicted subsequent spelling beyond the autoregressor but not the other way around. In all analyses, the findings were similar across the two orthographies. The theoretical and practical implications of these findings are discussed.
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| 6. |
- Lindström-Sandahl, Hanna, 1979-, et al.
(författare)
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A randomized controlled study of a second grade numeracy intervention with Swedish students at‐risk of mathematics difficulties
- 2024
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Ingår i: British Journal of Educational Psychology. - : Wiley. - 0007-0998 .- 2044-8279.
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Tidskriftsartikel (refereegranskat)abstract
- Background: Early numeracy interventions including basicarithmetic are crucial for young students at risk for earlymathematics difficulties (MDs), yet few studies have evalu-ated numeracy interventions in second grade with a rand-omized controlled design.Aim: This pre- and post-test randomized controlled studyevaluated the effects of an intensive 9-week numeracy andarithmetic programme for second-grade students at risk forearly MDs. The focus of the programme was students’ foun-dational understanding of numbers and mathematical con-cepts and procedural fluency with arithmetic tasks.Sample: A total of 753 first-grade students from 21 schoolsin Sweden were screened for low achievement in numberknowledge and arithmetic.Methods: Students considered at risk for MDs (≤25 per-centile on two consecutive first-grade mathematics screen-ings) were individually randomized to an intervention group(n = 32) or control group (n = 30) at the beginning of secondgrade (7–8 years old). Trained teachers administered theone-to-one, explicit programme to intervention group stu-dents in elementary school settings. The intervention groupreceived numeracy instruction emphasizing foundationalmathematics concepts and procedures. Controls receivedteaching as usual with potential special education supportprovided by their schools.Results: The intervention group demonstrated significantlygreater improvements in conceptual knowledge, arithmeticcalculations and problem-solving compared to the controlgroup, with medium size effects observed.
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| 7. |
- Lindström-Sandahl, Hanna, 1979-
(författare)
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Early Elementary School Interventions in Reading and Mathematics
- 2024
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Supplemental special education support in reading and mathematics is essential for some children who struggle to learn basic reading or mathematics skills in their first years of schooling. Previous research shows that supplemental phonics and early numeracy and arithmetic instruction help students at risk for reading or mathematics difficulties. Few intervention studies have been conducted in the Swedish elementary school context evaluating the effectiveness of early reading and mathematics instruction, limiting evidence-based practices guiding special education in Sweden. This thesis aimed to develop and test the impact of two intensive instructional programs on word reading and reading comprehension skills and number knowledge, arithmetic and problem solving. Transfer-effects of training across the reading and mathematics domains and the long-term impact of the programs were also investigated. The study enrolled 753 first grade students who were screened for low performance (≤25th percentile) in decoding, spelling, number knowledge and arithmetic. To evaluate how the impact of the interventions differ from regular school instruction, students were randomized to intervention and control groups and pre-tested with extended assessment of reading and mathematics skills (n=32 vs. 30 in mathematics, n=34 vs. 34 in reading). Both interventions were implemented at the start of second grade. The intervention programs spanned 36 lessons of supplemental explicit, one-to-one instruction with a special education teacher. Control group students received support planned by their schools. The results were evaluated at post-test and followed-up after 1 year. Both programs indicated significant intervention effects at post-test compared with controls with the reading intervention showing medium impact on decoding and reading comprehension and a strong effect on word recognition. The mathematics intervention program displayed significant moderate impact on number knowledge, arithmetic and basic problem solving. For both interventions, these effects declined at follow-up one year later. In addition, no transfer across reading and mathematics interventions were found. A main conclusion drawn from these randomized controlled studies is that students’ performance in basic reading and mathematics can be substantially accelerated by a time-limited and intense effort, adding to the evidence-base of explicit phonics and early numeracy and arithmetic intervention as recommended practices also in a Swedish school context. As many previous studies have shown, intervention gains tend to fade over time. The longevity of intensive intervention impacts should be considered in post-intervention efforts to support learning. Alignment between supplemental programs and general classroom instruction is suggested.
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| 8. |
- Lindström-Sandahl, Hanna, 1979-, et al.
(författare)
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Effects of a phonics intervention in a randomized controlled study in Swedish second-grade students at risk of reading difficulties
- 2023
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Ingår i: Dyslexia. - : John Wiley & Sons. - 1076-9242 .- 1099-0909. ; 29:4, s. 290-311
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Tidskriftsartikel (refereegranskat)abstract
- Teaching phoneme awareness to children at risk for early reading difficulties has been recognized as successful in several studies. In this randomized controlled trial (RCT)-study, we add to this research by optimizing core procedural as well as teaching components in a phonics-directed intervention and extend the RCT reading intervention research into a semi-transparent language context. The aim of the present study was to evaluate the effects of a novel Swedish intensive phonics program. This randomized controlled pre-test and post-test intervention study targeted second-grade students with early reading difficulties. Students were identified by a repeated screening procedure and allocated to intervention (n = 34) and control (n = 34) conditions. A 9-week intensive phonics-based program was administrated one-to-one, by special education teachers in Swedish mainstream elementary schools. Results show an improvement in the intervention group, compared with the controls on all outcome measures. Findings indicate that the supplementary phonics program, delivered with high intensity, can significantly increase word reading skills and reading comprehension in second-grade students with early reading difficulties.
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| 9. |
- Nilsson, Karin, et al.
(författare)
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Decoding Abilities in Adolescents with Intellectual Disabilities : The Contribution of Cognition, Language, and Home Literacy
- 2021
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Ingår i: Journal of Cognition. - London : Ubiquity Press. - 2514-4820. ; 4:1, s. 1-16
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Tidskriftsartikel (refereegranskat)abstract
- Decoding abilities in individuals with intellectual disabilities (ID) are substantially lower than for typical readers. The underlying mechanisms of their poor reading remain uncertain. The aim of this study was to investigate the concurrent predictors of decoding ability in 136 adolescents with non-specific ID, and to evaluate the results in relation to previous findings on typical readers. The study included a broad range of cognitive and language measures as predictors of decoding ability. A LASSO regression analysis identified phonological awareness and rapid automatized naming (RAN) as the most important predictors. The predictors explained 57.73% of the variance in decoding abilities. These variables are similar to the ones found in earlier research on typically developing children, hence supporting our hypothesis of a delayed rather than a different reading profile. These results lend some support to the use of interventions and reading instructions, originally developed for typically developing children, for children and adolescents with non-specific ID.
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| 10. |
- Nilsson, Karin, 1987-, et al.
(författare)
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Investigating Reading Comprehension in Adolescents with Intellectual Disabilities : Evaluating the Simple View of Reading
- 2021
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Ingår i: Journal of Cognition. - : Ubiquity Press Ltd.. - 2514-4820. ; 4:1, s. 1-20
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Tidskriftsartikel (refereegranskat)abstract
- Reading comprehension difficulties are common in individuals with intellectual disabilities (ID), but the influences of underlying abilities related to reading comprehension in this group have rarely been investigated. One aim of this study was to investigate the Simple View of Reading as a theoretical framework to describe cognitive and linguistic abilities predicting individual differences in reading comprehension in adolescents with non-specific ID. A second aim was to investigate whether predictors of listening comprehension and reading comprehension suggest that individuals with ID have a delayed pattern of development (copying early grade variance in reading comprehension) or a different pattern of development involving a new or an unusual pattern of cognitive and linguistic predictors. A sample of 136 adolescents with non-specific ID was assessed on reading comprehension, decoding, linguistic, and cognitive measures. The hypotheses were evaluated using structural equation models. The results showed that the Simple View of Reading was not applicable in explaining reading comprehension in this group, however, the concurrent predictors of comprehension (vocabulary and phonological executive-loaded working memory) followed a delayed profile.
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