| 1. |
- 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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| 2. |
- 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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| 3. |
- Nordström, Thomas, Filosofie doktor i psykologi, 1977-
(författare)
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Assisterande teknik bra inslag i läsundervisning
- 2019
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Ingår i: Skolledaren. - : Sveriges skolledarförbund. - 0037-6515. ; :5, s. 29-32
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Tidskriftsartikel (populärvet., debatt m.m.)
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| 4. |
- Nordström, Thomas, Filosofie doktor i psykologi, 1977-, et al.
(författare)
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Teacher inquiry of using assessments and recommendations in teaching early reading
- 2019
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Ingår i: Studies in Educational Evaluation. - : Elsevier. - 0191-491X .- 1879-2529. ; 63, s. 9-16
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Tidskriftsartikel (refereegranskat)abstract
- Previous research point to difficulties for teachers to interpret reading assessment data with regard to instructional decisions. This study explored Swedish primary teachers' use of assessments and recommendations, in order to be able to target individual needs. Eight teachers participated in a reading program and were interviewed in focus-group meetings. The analysis of teacher narratives stemming from assessment use resulted in three themes: Awareness of student learning, Changes in the organization of teaching, but not regarding individualized content and Strengthened teacher role, but modest professional growth. The themes indicated that the teachers had become aware of their students’ learning, had employed teaching based on informed decisions, and showed initial professional growth.However, the assessment details and the recommendations allowed for more adjustments than was evident in the teachers’ narratives. The results point to the relative difficulty of targeting individual needs in the general classroom education, and to the challenges of changing teaching practices.
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| 5. |
- Nordström, Thomas, Filosofie doktor i psykologi, 1977-, et al.
(författare)
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The potential of a forward-looking assessment and teaching system on students' reading gains
- 2019
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Ingår i: European Dyslexia Association Autumn Seminar, Växjö, Sweden, September 27-29.
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Konferensbidrag (refereegranskat)abstract
- PurposeHow can teachers optimize reading instruction in Swedish schools? This poster presents findings from two studies investigating A) grade 1-3 teachers’ use of a forward-looking assessment and teaching system (LegiLexi) and B), its effect on student reading gains in Grade 1. The purpose of study A was to support teachers with an assessment system which included teaching recommendations for individual students and to study how that support enabled teachers to individualize instruction. The purpose of study B was to gather evidence that such support is superior in relation to “teaching as usual”.MethodIn study A, focus group meetings of eight active LegiLexi teachers were used as to answer the question of the extent teachers managed to individualize instruction in their everyday practice. In study B, we randomly assigned schools to three conditions; full access to LegiLexi (8 schools/217 students), access only to part of LegiLexi (4 schools/86 students) and control (9 schools/208 students), following estimated effects of LegiLexi across three test occasions containing reading measures. Results/conclusionsIn study A, results revealed that teachers were supported by LegiLexi, and were able to individualize instruction primarily by creating dynamic reading groups of students. However, individualizing further proved challenging. In study B, findings revealed that the group with full access to LegiLexi improved their word decoding (d=1.79 vs 1.33 and 1.20) and reading comprehension the most (d=1.75 vs 1.45 and 1.16). Thus, the findings show promising results for Swedish schools of how to improve reading instruction by focusing on students’ individual needs.
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