| 1. |
- Blömeke, Sigrid, et al.
(författare)
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Conceptual and Methodological Accomplishments of ILSAs, Remaining Criticism and Limitations
- 2022
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Ingår i: International Handbook of Comparative Large-Scale Studies in Education: Perspectives, Methods and Findings. - Cham, Switzerland : Springer. - 2197-1951 .- 2197-196X. - 9783030881771 ; , s. 603-655
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Bokkapitel (refereegranskat)abstract
- This chapter summarizes conceptual, methodological, and empirical accomplishments and limitations of international large-scale assessments (ILSAs) in education taking into account, among others, the lessons learned from the previous chapters of this handbook. Our intention is to provide a balanced view: On the one hand, we highlight how ILSAs over decades have provided unique contributions to educational research, while on the other hand, we identify limitations of ILSAs and why they may even be harmful to education in some cases.
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| 2. |
- Bratlie, S. S., et al.
(författare)
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Effectiveness of a Classroom-Implemented, App-Based Morphology Program for Language-Minority Students: Examining Latent Language-Literacy Profiles and Contextual Factors as Moderators
- 2022
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Ingår i: Reading Research Quarterly. - : Wiley. - 0034-0553 .- 1936-2722. ; 57:3, s. 805-829
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Tidskriftsartikel (refereegranskat)abstract
- Language-minority students constitute a heterogeneous group, both in terms of skills in the majority language and contextual factors, such as language use at home and socioeconomic status. These characteristics may interact with the effectiveness of language instruction programs. This study investigated whether the effectiveness of a digital morphology program conducted in mainstream classrooms differed between Norwegian second-grade language-minority students (n = 188) and language-majority students (n = 521). Further, the study examined language-minority students' latent language-literacy skill profiles. Specifically, it investigated how the skill profiles related to the students' initial morphological word knowledge and the immediate and long-term effects of the program. Intention-to-treat analyses showed positive effects of the program on morphological word knowledge at posttest (d = 0.30) and 6-month follow-up (d = 0.27), with no evidence of group differences in program effects. For the language-minority students, a latent profile model with three language-literacy profiles emerged. All three profiles had low vocabulary compared to the full sample but differed in reading and spelling. There were significant differences between the three profiles in initial morphological word knowledge. However, the program effects were not associated with the language-literacy profiles or contextual factors. Findings suggest that language-minority students can benefit from classroom-implemented language instruction programs on an equal level as language-majority peers.
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| 3. |
- Erickson, Gudrun, 1950, et al.
(författare)
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Bedömningens dubbla funktion - för lärande och likvärdighet
- 2020
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Ingår i: Lärande Skola Bildning - Grundbok för lärare. Lundgren, U.P., Säljö, R., Liberg C. (red.) 5:e utg.. - Stockholm : Natur & Kultur. - 9789127827974 ; , s. 589-620
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Bokkapitel (refereegranskat)
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| 4. |
- Erickson, Gudrun, 1950, et al.
(författare)
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Developing a standardized eligibility test for tertiary education in Sweden
- 2023
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Ingår i: Paper presented at The 2023 ECER conference, Glasgow, UK..
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The paper focuses on an ongoing development of a basic eligibility test for admission to tertiary education in Sweden, a test aimed to provide opportunities for a wider group of applicants than today, thereby increasing inclusion and diversity in higher education. The aim of the presentation is to briefly •describe and discuss the rationale and methodology of the test development process, •present and reflect on some results of the process, and to •look forward into, and discuss, possible future uses of the test being developed.
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| 5. |
- Giota, Joanna, 1965, et al.
(författare)
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Perceived Academic Demands, Peer and Teacher Relationships, Stress, Anxiety and Mental Health: Changes from Grade 6 to 9 as a Function of Gender and Cognitive Ability
- 2021
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Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 65:6, s. 956-971
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Tidskriftsartikel (refereegranskat)abstract
- The study is based on two waves of longitudinal data at ages 13 and 16 aimed to examine factors that explain psychosomatic and depressive symptoms at the age of 16. The sample is nationally representative involving 9000 individuals from the Swedish longitudinal Evaluation Through Follow up database born in 1998. A growth modeling approach was applied to examine relations between factors over time. Girls were found to have considerably higher self-reported levels of mental health problems in grade 9 than boys. The gender difference was partially mediated by girls' higher level of stress and worry in grade 6 and larger increases in stress, worry and academic demands from grade 6 to 9. The larger increases in girls' feelings of peer exclusion were associated with the self-reported mental illness measures. Students with high cognitive ability experienced increased worry and stress in grade 9 with associated mental health problems.
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| 6. |
- Grover, Vibeke, et al.
(författare)
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Are There Sustained Effects of a Preschool Shared-Reading Intervention Addressing Dual Language Learners?
- 2024
-
Ingår i: SCIENTIFIC STUDIES OF READING. - 1088-8438 .- 1532-799X.
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Tidskriftsartikel (refereegranskat)abstract
- PurposePrevious research has demonstrated that immediate effects of language interventions tend to fade, but has also suggested that differentiating language skill types may be essential for understanding fade-out processes. This paper examines the longer-term effects of participating in a shared-reading intervention.MethodThe study included 464 dual-language learners (DLLs) (49.6% girls) in Norway with a mean age of 52.60 months when the intervention started. They were randomly assigned to an intervention condition receiving a shared-reading program in preschool and at home or a business-as-usual control condition. The children spoke a number of first languages and were second-language speakers of Norwegian. Children's second-language skills were assessed seven months following the completion of the intervention. We asked whether the developmental advantages induced during the intervention faded or remained when the intervention conditions were no longer present, using autoregressive structural modelling and second-order latent growth modelling to answer the question.ResultsWhile some immediate intervention effects disappeared (grammar) or showed tendencies to fade (vocabulary and perspective taking), second-order latent growth modelling suggested that narrative skills emerged.ConclusionThe results demonstrate the need to consider skill type in future research on fade-out and offer a longer-term perspective on how DLLs respond to shared-reading interventions.
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| 7. |
- Grover, V., et al.
(författare)
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Shared Book Reading in Preschool Supports Bilingual Children's Second-Language Learning: A Cluster-Randomized Trial
- 2020
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Ingår i: Child Development. - : Wiley. - 0009-3920 .- 1467-8624. ; 91:6, s. 2192-2210
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Tidskriftsartikel (refereegranskat)abstract
- This cluster-randomized controlled study examined dual language learners (DLLs) in Norway who received a book-based language intervention program. About 464 DLLs aged 3-5 years in 123 early childhood classrooms participated in the study. The children were acquiring Norwegian as their second language in preschool and spoke a variety of first languages at home. They received a researcher-developed intervention that was organized around loosely scripted, content-rich shared reading in school and at home. Receiving the intervention had significant impacts on the children's second-language skills (effect sizes of d = .25-.66). In addition to supporting second-language vocabulary and grammar, the program with its focus on perspective taking during shared reading resulted in impacts on children's ability to shift perspectives and understand others' emotional states.
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| 8. |
- Grøver, Vibeke, et al.
(författare)
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Do teacher talk features mediate the effects of shared reading on preschool children's second-language development?
- 2022
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Ingår i: Early Childhood Research Quarterly. - 0885-2006. ; 61, s. 118-131
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Tidskriftsartikel (refereegranskat)abstract
- This study examined whether a shared reading intervention in preschools serving multilingual populations in Norway had effects on teacher talk quality and whether these effects mediated child second-language outcomes. Four hundred sixty-four children aged 3–5 years participated. They attended 123 classrooms that were randomly assigned to a shared-reading intervention condition or a comparison condition. The children's second-language vocabulary and grammar skills were assessed pre- and post-intervention, with 7.4 months between the 2 assessments. We asked whether the intervention affected qualities of teacher talk hypothesized to impact children's language, and whether identified changes in teacher talk mediated child second-language vocabulary and grammar outcomes. Results revealed that by the end of the school year teachers in the intervention group demonstrated significantly higher quality in their talk during shared reading, assessed as diversity of word types, use of word explanations and ratio of multi-clause utterances. These differences in teacher talk quality explained variance in children's second-language vocabulary outcomes by the end of the intervention year, but not in their second-language syntactic comprehension.
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| 9. |
- Gustafsson, Jan-Eric, 1949, et al.
(författare)
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Methods of Causal Analysis with ILSA Data
- 2022
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Ingår i: International handbook of comparative large-scale studies in education: Perspectives, Methods and Findings. - Cham, Switzerland : Springer. - 2197-1951 .- 2197-196X. - 9783030881771 ; , s. 803-830
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Bokkapitel (refereegranskat)abstract
- One main aim of ILSAs (International Large Scale Assessments) is to develop an empirically based foundation of knowledge for improvement of educational policy and practice. Ideally such knowledge is expressed in causal terms, with statements on what consequences will follow if certain changes are introduced in the educational system. However, such ambitions often seem unrealistic when analyzing ILSA data, because the cross-sectional design of these studies typically only allows investigation of correlations among variables, and correlation must not be confused with causation. In the first part of the chapter it is clarified why the distinction between correlation and causation is essential, and the reasons why it is generally impossible to answer causal questions through analyses of associations among observed variables are made explicit. Examples are also given of consequences of disregarding the correlational nature of ILSA data. However, within different disciplinary fields alternative techniques have been developed, which under certain assumptions allow causal inferences to be made from nonexperimental data. Some examples of such techniques are instrumental variable regression, regression discontinuity design, regression with fixed effects, and propensity scoring matching. In the second part of the chapter the basic ideas of some of these analytical approaches are presented and their use is illustrated with data from different ILSAs. In the third part of the chapter possibilities and limits of causal inference based on ILSA data are discussed.
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| 10. |
- Hansson, Åse, 1952, et al.
(författare)
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School Mobility and Achievement for Children Placed and Not Placed in Out-of-home Care
- 2020
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Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 64:2, s. 167-180
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Tidskriftsartikel (refereegranskat)abstract
- The aim was to investigate the effects of school mobility on achievement in compulsory school in Sweden for children in out-of-home care (OHC) and not in OHC (NOHC). Register data on background variables from four birth cohorts in the cohort-sequential longitudinal project ETF was relied upon, along with student performance on a test of cognitive ability, and school grades according to the leaving certificate. Yearly data concerning school mobility also was available. Results showed that relocation was associated with lower grades for both the OHC and the NOHC groups. The mean effect of one school relocation was 5 percentiles lower grades, but the effect of relocation was twice as large at the end of compulsory school. Given a higher frequency of relocation for children in OHC, they were more negatively affected. School mobility thus is one of several factors which contribute to the poor school achievement of children in OHC.
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| 11. |
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| 12. |
- Johansson, Stefan, 1980, et al.
(författare)
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Estimating effects of teacher characteristics on student achievement in reading and mathematics: evidence from Swedish census data
- 2024
-
Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 68:4
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Tidskriftsartikel (refereegranskat)abstract
- There is consensus that, for student achievement, teachers matter. However, providing reliable research evidence for the effects of observable teacher characteristics, such as qualification measures, has been difficult. The current study uses panel data based on register information from teachers and students to estimate effects of teacher characteristics on student achievement in mathematics and Swedish in Grade 6. Applying fixed-effects regression to a large sample of schools, we observed significant positive effects of several teacher characteristics. Having a teaching license was found to be one of the most important qualification measures, but teachers’ level of experience was also important for student achievement. The effects of teacher qualifications were generally stronger for mathematics than for Swedish.
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| 13. |
- Kirsten, Nils, 1981-, et al.
(författare)
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How effective is the professional development in which teachers typically participate? Quasi-experimental analyses of effects on student achievement based on TIMSS 2003-2019
- 2023
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Ingår i: Teaching and Teacher Education. - : Elsevier. - 0742-051X .- 1879-2480. ; 132
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Tidskriftsartikel (refereegranskat)abstract
- This study examines the effect of teachers' participation in mathematics and science professional development (PD) on student achievement in nationally representative settings. We use data from all OECD countries in the 2003 through 2019 cycles of the Trends in International Mathematics and Science Study (TIMSS) and apply student fixed effects to control for unobserved student characteristics and school quality. We find a small negative average effect of PD participation, with negative effects concentrated among high-performing students. We discuss potential explanations of these results and suggest ways PD studies may inform the PD in which teachers typically participate. & COPY; 2023 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).
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| 14. |
- Klapp, Thea, 1993, et al.
(författare)
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Big-Fish-Little-Pond Effects on Language and Math Self-Concept: Moderating Effects of Cognitive Ability
- 2022
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Ingår i: European Conference on Educational Research (ECER) European Educational Research Association (EERA).
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The big-fish-little-pond effect (BFLPE) predicts that students who attend schools with higher school-average achievement, perceive their academic abilities to be lower compared to equally abled students who attend schools with lower school-average achievement (Trautwein et al., 2009). Such self-perceptions, like self-concept, are recognized to influence students' daily life, behaviour, and academic achievement, as well as their motivation and well-being (Marsh et al., 2019). This makes it important to examine if and how the relation between school-average achievement and student self-concept is influenced by moderation variables like cognitive ability and gender. The overall purpose of the study was to investigate the BFLPE with language and math self-concept, and to see whether the BFLPE varied as a function of cognitive ability, with language and math self-concept respectively. The study draws on data from the Swedish longitudinal project Evaluation through Follow-up (Utvärdering genom Uppföljning, UGU).
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| 15. |
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| 16. |
- Klapp, Thea, 1993, et al.
(författare)
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Relations between students' well-being and academic achievement: evidence from Swedish compulsory school
- 2024
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Ingår i: European Journal of Psychology of Education. - : Springer Science and Business Media LLC. - 0256-2928 .- 1878-5174. ; 39:1, s. 275-296
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Tidskriftsartikel (refereegranskat)abstract
- The study aimed to investigate students' psychological, cognitive, and social well-being in 6th Grade and the relations to academic achievement in compulsory school, as measured by grades in 9th Grade. Due to reports from Swedish authorities and research, students' self-reported well-being has decreased during the last decade. Data from the Swedish longitudinal project Evaluation Through Follow-up was analyzed with confirmatory factor analysis and structural equation modelling. By using data from two birth cohorts (1998: N = 7 684 and 2004: N = 9 437), differences in well-being across the two cohorts could be investigated. Cognitive ability, parental education, and gender were also accounted for. Statistically significant cohort and gender differences were found, where cohort 2004 was disadvantaged in all three well-being dimensions, and girls were disadvantaged in psychological and social well-being. Psychological well-being was negatively related to academic achievement, indicating that students who experienced more school-related stress performed higher than students who experienced less stress. Cognitive well-being was positively related to academic achievement. Possible causes of the decrease in well-being may be changes in the educational and assessment system, which meant that cohort 2004 went through compulsory school with a stronger focus on results and grades than earlier cohorts.
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| 17. |
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| 18. |
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| 19. |
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| 20. |
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| 21. |
- Majoros, Erika, 1984, et al.
(författare)
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Four decades of measuring attitude towards mathematics
- 2020
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Ingår i: National Council on Measurement in Education (NCME) Annual Meeting, September 9-11, 2020, digital event.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The present study aims to evaluate the feasibility of linking two mathematics attitude scales in international large-scale assessments on mathematics from 1980 to 2015. The purpose is to provide a basis for investigating long-term trends in non-cognitive educational outcomes. Preliminary results show great possibilities for linking.
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| 22. |
- Majoros, Erika, 1984, et al.
(författare)
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Four decades of measuring attitude towards mathematics
- 2020
-
Ingår i: European Conference on Educational Research (ECER) European Educational Research Association (EERA), canceled.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Descriptive findings from twenty years of the Trends in International Mathematics and Science Study (TIMSS) suggest that promoting enjoyment and self-confidence in relation to mathematics might be important policy goals even without expecting them to boost achievement (Mullis, Martin, and Loveless, 2016). This suggestion regards attitude as another important outcome of education as it was classified in the First International Mathematics Study (Husén, 1967). Therefore, investigating the measurement of attitudes towards mathematics over time may result in implications for policy besides methodological advancements given the challenges of this approach. The aim of the present study is to evaluate the feasibility of linking mathematics attitude scales in international large-scale assessments on mathematics from 1980 to 2015. Data is drawn from SIMS, administered in 1980, and all the TIMSS cycles, repeated in every fourth year since 1995. Six educational systems, which have participated in all time points have been chosen, England, Hong Kong, Hungary, Israel, Japan, and the United States. We used data from the populations of grade eight or equivalent and items from the scales of extrinsic motivation. Document analysis is conducted using the international reports of the respective studies to evaluate the degrees of similarity by employing the scheme suggested by Kolen and Brennan (2004). Furthermore, we explore overlaps in the instruments by identifying similar and identical common items of the student questionnaires. Measurement invariance across cycles and between countries is evaluated with the multiple group factor analysis alignment method (Asparouhov & Muthén, 2014). Preliminary results show great possibilities for linking the scales in terms of the degree of similarity between the studies. The present study provides an empirical starting point for a long-term linking of non-cognitive scales measuring attitude toward mathematics from 1980 to 2015. Long-term trends of the non-cognitive outcomes might reveal empirical evidence supporting the significance of promoting enjoyment and self-confidence in relation to mathematics.
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| 23. |
- Majoros, Erika, 1984, et al.
(författare)
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Measures of long-term trends in mathematics: linking large-scale assessments over 50 years
- 2021
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Ingår i: Educational Assessment Evaluation and Accountability. - : Springer Science and Business Media LLC. - 1874-8597 .- 1874-8600. ; 33:1, s. 71-103
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Tidskriftsartikel (refereegranskat)abstract
- International comparative assessments of student achievement are constructed to assess country-level differences and change over time. A coherent understanding of the international trends in educational outcomes is strongly needed as suggested by numerous previous studies. Investigating these trends requires long-term analysis, as substantial changes on the system level are rarely observed regarding student outcomes in short periods (i.e., between adjacent international assessment cycles). The present study aims to link recent and older studies conducted by the International Association for the Evaluation of Educational Achievement (IEA) onto a common scale to study long-term trends within and across countries. It explores the comparability of the achievement tests of the Trends in International Mathematics and Science Study and previous IEA studies on mathematics in grade eight. Employing item response theory, we perform a concurrent calibration of item parameters to link the eight studies onto a common scale spanning the period from 1964 to 2015 using data from England, Israel, Japan, and the USA.
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| 24. |
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| 25. |
- Natasha Glassow, Leah, et al.
(författare)
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Does socioeconomic sorting of teacher qualifications exacerbate mathematics achievement inequity? Panel data estimates from 20 years of TIMSS
- 2023
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Ingår i: Studies in Educational Evaluation. - : Elsevier BV. - 0191-491X. ; 77
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Tidskriftsartikel (refereegranskat)abstract
- Recent and older studies have reported either a persistence or a widening of the socioeconomic achievement gap—the difference in performance between students in top and bottom socioeconomic groups. Using a panel data technique with country fixed effects for 32 education systems and six waves of data from the Trends in International Mathematics and Science Study, we examine whether the sorting of teachers by specialization level in mathematics education and novice status across students of different socioeconomic backgrounds exacerbates mathematics achievement inequity despite the presence of a time-varying control for socioeconomic school segregation. We find modest evidence that sorting by mathematics education is associated with achievement inequity, but no evidence supporting the importance of sorting based on teacher experience. Socioeconomic school segregation, on the other hand, clearly and persistently exacerbates achievement inequity. The results have policy implications regarding the effective distribution of educational resources. Availability of data and materials: The data are freely available via the TIMSS data repository.
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| 26. |
- Nilsen, Trude, et al.
(författare)
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Background, Aims, and Theories of the Comparative Large-Scale Studies in Education
- 2022
-
Ingår i: International Handbook of Comparative Large-Scale Studies in Education: Perspectives, Methods and Findings. - Cham, Switzerland : Springer. - 2197-1951 .- 2197-196X. - 9783030881771 ; , s. 13-24
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Bokkapitel (refereegranskat)abstract
- A large body of knowledge and competence has accumulated since the first international large-scale assessment (ILSA) was implemented in the 1960s. Moreover, ILSA inspired numerous valuable debates about education, policy, assessment, and measurement over this period. Since the first ILSA, the number of publications using ILSA data for research has increased near exponentially. Given the important role of the ILSAs for education, policy, practice, and research, there is a need to synthesize all this knowledge. This handbook synthesizes the knowledge that has emerged from the ILSAs, the debates on ILSAs, theories underlying the ILSAs, historical and political perspectives, the methodology pertaining to ILSAs, and the findings from the studies using ILSA data. The present chapter introduces the handbook, and describes its aims, themes, underlying theories, and perspectives. Furthermore, the chapter positions the handbook into the existing literature and describes the targeted audience.
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| 27. |
- Stancel-Piatak, Agnes, et al.
(författare)
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60-Years of ILSA: Where It Stands and How It Evolves
- 2022
-
Ingår i: International Handbook of Comparative Large-Scale Studies in Education: Perspectives, Methods and Findings. - Cham, Switzerland : Springer. - 2197-1951 .- 2197-196X. - 9783030881771 ; , s. 1495-1517
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Bokkapitel (refereegranskat)abstract
- The handbook provides extensive and comprehensive overview of theories, methods, and results from ILSA presented by excellent authors from the field of educational research and beyond. The discussion chapter aims at adding to this by providing a synthesis of the discussed topics as well as our perspectives on directions in which possible future developments could move. We hope to contribute by compiling the views and experiences of the chapters’ authors to portray a comprehensive illustration of the scientific landscape. The chapter follows roughly the structure of the handbook, focusing first on theoretical aspects followed by methodological considerations and closing with reflections on findings from ILSAs.
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| 28. |
- Torkildsen, J. V., et al.
(författare)
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App-Based Morphological Training Produces Lasting Effects on Word Knowledge in Primary School Children: A Randomized Controlled Trial
- 2022
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Ingår i: Journal of Educational Psychology. - : American Psychological Association (APA). - 0022-0663 .- 1939-2176. ; 114:4, s. 833-854
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Tidskriftsartikel (refereegranskat)abstract
- Morphemes, the smallest meaning-bearing units of language, recur in many words. Therefore, morphological knowledge can facilitate the comprehension of novel words. This study tested the effectiveness of a morphological training program on children's learning and retention of exposed words and morphologically related unexposed words compared with an active control condition. Norwegian second graders (N = 717) unselected for ability were individually randomized to either a morphological (n = 366) or a mathematical training program (n = 351). Both programs lasted for 8 weeks and were delivered as self-contained apps in a classroom setting. The morphological training built on the principle that frequency of target elements together with variation of nontarget elements can support implicit learning. Treatment-blind examiners assessed participants' meaning-based knowledge (word comprehension and definitions) and code-based knowledge (word reading fluency and spelling) at pretraining, immediately post training, and at follow-up 6 months later. An intention-to-treat analysis showed lasting effects of the morphological training on meaning-based knowledge of exposed words (posttest: d = .37; follow-up: d = .31) and unexposed words containing trained morphemes (posttest: d = .27; follow-up: d = .27) and code-based knowledge of exposed words (posttest: d = .22; follow-up: d = .13). For code-based knowledge of unexposed words, there were significant training effects at the posttest (d = .12) but not follow-up (d = .05). There were no significant effects on a far-transfer measure of general vocabulary. These results demonstrate that a brief morphological training program can produce lasting and educationally meaningful gains in students' word knowledge. Educational Impact and Implications Statement Words can consist of several meaningful parts, or morphemes, such as -ist in guitarist and re- in reuse. Understanding common morphemes helps children infer the meanings of new words. In this study, we tested the effects of working with an educational application (app) focusing on morphemes. Children completed app exercises such as sorting words or pictures according to their meaning, combining morphemes to build words, or identifying the correct word or morpheme to fit a sentence or picture context. We found that the app was effective in improving Norwegian second graders' ability to explain, understand, read, and spell words, including words which were not shown in the app, but which contained trained morphemes. The brief low-cost training produced long-term effects with a minimal burden on teachers.
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| 29. |
- Wolff, Ulrika, 1956, et al.
(författare)
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Challenging the stability of RAN development: Acknowledging PA and Gf in relation to reading
- 2023
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Ingår i: Dyslexia. - 1076-9242. ; 29:3, s. 235-254
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Tidskriftsartikel (refereegranskat)abstract
- This study had two overriding goals, (1) examine the stability of rapid automatized naming (RAN) in predicting reading achievement while taking into account two other frequently studied constructs, phonological awareness and fluid intelligence (Gf) and (2) examine the predictive power of RAN measured at age 4 on reading ability. The stable pattern of RAN development found in a previously reported growth model was challenged by relating phonological awareness and Gf to the model. Children (N = 364) were followed from age 4 to age 10. At age 4, Gf related strongly to phonological awareness, which in turn related strongly to RAN. The relations between the RAN measures over time was largely unaffected by the inclusion of Gf and phonological awareness. RAN, Gf and phonological awareness at age 4 independently predicted latent factors reflecting reading-related abilities in grade 1 and grade 4. However, when scrutinizing type of reading measure in grade 4, Gf, phonological awareness and RAN at age 4 predicted both spelling and reading fluency, whereas RAN in grade 2 did not predict spelling but was the strongest predictor of reading fluency.
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| 30. |
- Wolff, Ulrika, 1956, et al.
(författare)
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Early phonological training preceding kindergarten training: effects on reading and spelling
- 2022
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Ingår i: Reading and Writing. - : Springer Science and Business Media LLC. - 0922-4777 .- 1573-0905. ; 35, s. 1865-1887
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Tidskriftsartikel (refereegranskat)abstract
- This study examined the effects of early phonological training on emergent phonological and reading skills. Children (N = 364) were randomly assigned in small groups to a phonological training group (n = 117), or a control group (n = 247) including both a non-phonological training group and a non-trained control group. The phonological training began three years before the formal reading instruction starts in Sweden. It was carried out in two waves during six weeks at the age of 4, and during six weeks at the age of 5. All children, including the control children, received phonological training in kindergarten at the age of 6. Fluid intelligence (Gf) and phonological awareness at age 4 predicted phonological awareness at age 6 as well as reading related skills in grades 2 and 3. There were substantial main effects of the early phonological training on phonological skills and early reading skills. For all outcomes the training was, furthermore, most beneficial for children low on Gf, who are in the risk zone of developing reading difficulties.
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