| 1. |
- Carlsson, Rickard, 1984-, et al.
(författare)
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Community Augmented Meta-analysis
- 2021
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Ingår i: Swedish Reproducibility Network (SweRN) and 2nd annual conference of Open Science Community Sweden, Stockholm, November 25, 2021.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The presentation covers an overview of community-augmented meta-analysis (CAMA) and why CAMAs are to be preferred over traditional meta-analyses, for example that CAMAS can easily be updated when new research is published but also that syntheses are accessible and interactive to any user. The presentation also covers newly started and planned CAMAs; Evidence in learning and didactics (ELD) and in Disability research.
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| 2. |
- Fälth, Linda, 1973-, et al.
(författare)
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Corona-pandemins påverkan på lågstadieelevers läsinlärning
- 2021
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Rapport (populärvet., debatt m.m.)abstract
- Via stiftelsen LegiLexis läsfärdighetstester har vi analyserat elevers testresultat på två läsfärdighetstester: avkodning och läsförståelse. Totalt har resultat från drygt 145 000 elever i årskurs 1–3 analyserats – drygt 60 000 elever har testats under coronapandemin och drygt 85 000 elever innan pandemin. Ingen ”coronaeffekt” kunde ses på något mått i någon årskurs inom respektivefärdighet,oavsett om man undersökte medelvärden, standardavvikelser eller andelen elever inom olika nivåer. Slutsatsen är att läsförmågan hos svenska lågstadieelever generellt inte harpåverkats negativt av coronapandemin, men att det både innan och under pandeminär många elever som inte lär sig läsa under lågstadieåren
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| 3. |
- Johansson, Maude, et al.
(författare)
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Depressive symptoms, parental stress, and attachment style in mothers and fathers two and a half years after childbirth : Are fathers as affected as mothers?
- 2021
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Ingår i: Journal of Child Health Care. - : Sage Publications. - 1367-4935 .- 1741-2889. ; 25:3, s. 368-378
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Tidskriftsartikel (refereegranskat)abstract
- The study aimed to determine the prevalence of depressive symptoms and whether parental stress and attachment style affected depression in mothers and fathers two and a half years after the birth of a child. The parents completed several questionnaires including the Edinburgh Postnatal Depression Scale, the Swedish Parenthood Stress Questionnaire and the Relationship Questionnaire. The prevalence rate of depressive symptoms in mothers was 14.9%, while for fathers it was 11.5%. Differences between the parents identified as depressed and those without depressive symptoms were also analyzed. There were no significant differences between depressed and non-depressed parent on the secure, avoidant, and fearful attachment styles. However, there was a significant difference between groups on the preoccupied subscale. The final aim was to calculate if attachmentstyle contributed to the level of depression while accounting for the impact of parental stress. Parental stress (incompetence, social isolation and spouse relationship problems) was the bestpredictor for mothers’ depressive symptoms, while parental stress (social isolation and health) and the preoccupied attachment style were the best predictors for such symptoms in fathers. The findings indicated that parental stress and depressive symptoms are closely related and can explainthe difficulties parents face.
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| 4. |
- Nilvius, Camilla, 1974-, et al.
(författare)
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Tier 2 interventions within the RtI-model for developing students' word decoding – a systematic review and meta-analysis
- 2021
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Ingår i: Cogent Education. - : Taylor & Francis Group. - 2331-186X. ; 8:1
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Tidskriftsartikel (refereegranskat)abstract
- This pre-registered systematic review and meta-analysis aimed to answer if K-2 students at risk (Population) for reading impairment benefited from a response to tier 2 reading intervention (Intervention) compared to teaching as usual, (Comparator), on word decoding outcomes (Outcome), based on randomized controlled trials (Study type). Eligibility criteria were adequately sized (N > 30 per group) randomized controlled trials of tier 2 reading interventions within response to intervention targeting K-2 at risk students (percentile 40) compared with teaching as usual (TAU). Reading interventions had to be at least 20 sessions and conducted in a school setting with at least 30 students in each group and containing reading activities. Comparator could not be another intervention. Only decoding tests from Woodcock Reading Mastery Test-Revised (WRMT) and Test of Word Reading Efficiency (TOWRE) were included.Information sources: Database search was conducted 2019–05-20 in ERIC, PsycINFO, LLBA, WOS, and additionally in Google Scholar as well as a hand search in previous reviews and meta-analyses. The searches were updated on 2021–03-21. Risk of bias: Studies were assessed with Cochrane’s Risk of Bias 2, R-index and funnel plots. A random-effects model was used to analyze the effect sizes (Hedges’ g). Seven studies met the eligibility criteria but only four had sufficient data to extract for the meta-analysis. The weighted mean effect size across the four included studies was Hedges’ g = 0.31, 95% CI [0.12, 0.50] which means that the intervention group improved their decoding ability more than students receiving TAU. A Leave-one-out analysis showed that the weighted effect did not depend on a single study. Students at risk of reading difficulties benefit from tier 2 reading intervention conducted within response to intervention regarding a small effect on the students decoding ability. Only four studies met inclusion criteria and all studies had at least some risk of bias. Tier 2 reading interventions, conducted in small groups within RtI, can to some extent support decoding development as a part of reading factors.
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| 5. |
- Nordström, Thomas, Filosofie doktor i psykologi, 1977-, et al.
(författare)
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Kartläggning och anpassning enligt modellen Response to Intervention (RTI)
- 2021
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Ingår i: Dyslexikongress 2021, Stockholm, Sweden, August 19-21, 2021.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Föreläsningen innehåller en beskrivning av den amerikanska modellen Response to intervention (RtI) med fokus på läsning. RtI handlar i huvudsak om att tidigt förebygga läs- och skrivsvårigheter genom systematiska och återkommande mätningar av läsförmåga. Elever som inte utvecklar sin läsning adekvat får evidensbaserade interventioner, ofta individanpassade, innehållande fonologisk träning, fonem-grafem koppling, avkodningsträning ibland tillsammans med språkutvecklande aktiviteter. Genom mätningar av läsförmågan utvärderas elevens framsteg och fortsatta lärandebehov. Föreläsningen tar också upp det vetenskapliga stödet för RtI. Slutligen presenteras ett pågående svenskt projekt där RtI undersöks i lågstadiet. Studiens preliminära resultat diskuteras i skenet av organisatoriska utmaningar och huruvida RtI är en möjlig metod för svensk skola.
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| 6. |
- Svensson, Idor, 1957-, et al.
(författare)
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Effects of assistive technology for students with reading and writing disabilities
- 2021
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Ingår i: Disability and Rehabilitation. - : Taylor & Francis Group. - 1748-3107 .- 1748-3115. ; 16:2, s. 196-208
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Tidskriftsartikel (refereegranskat)abstract
- Background: Assistive technology has been used to mitigate reading disabilities for almost three decades, and tablets with text-to-speech and speech-to-text apps have been introduced in recent years to scaffold reading and writing. Few scientifically rigorous studies, however, have investigated the benefits of this technology.Purpose: The aim was to explore the effects of assistive technology for students with severe reading disabilities.Method: This study included 149 participants. The intervention group received 24 sessions of assistive technology training, and the control group received treatment as usual.Results: Both the intervention and control groups improved as much in 1 year as the normed population did. However, gains did not differ between the groups directly after the intervention or at 1 year of follow-up.Conclusions: The use of assistive technology seems to have transfer effects on reading ability and to be supportive, especially for students with the most severe difficulties. In addition, it increases motivation for overall schoolwork. Our experience also highlights the obstacles involved in measuring the ability to assimilate and communicate text.
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| 7. |
- Tyni, Kristiina, 1970-, et al.
(författare)
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Protocol of a qualitative systematic review on the experiences and coping of gender creative children and youth <18 yrs. in relation to gender identity
- 2021
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Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- Our aim for this systematic review is to get an overview of the qualitative research conducted in the rapidly growing field of gender creative children and youth <18 yrs. By using the term “gender creative” all children and youth who do not identify with their gender assigned at birth are included, also those who do not call their gender identities “transgender” or some other term that fits under the transgender umbrella. We also believe the term has positive connotations nonrelated to medical/psychiatric diagnoses.We are interested in qualitative studies focusing on everyday life experiences of children and youth, such as relations with family and friends, experiences from school, free time activities, their health and/or gender affirming care, their feelings of self-worth, body image and coping, related to gender identity as phenomenon. Our systematic review of qualitative studies (Methley, et al., 2014), the article searches and selection process are organized according to the framework of SPIDER (Cooke, Smith & Boothe, 2012) with the following research questions:1. What are the experiences of gender creative children and youth <18 yrs. related to gender identity? 2. How do they cope with these experiences?
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