| 1. |
- Andin, Josefine, 1979-, et al.
(author)
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Arithmetic in the adult deaf signing brain
- 2020
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In: Journal of Neuroscience Research. - : John Wiley & Sons. - 0360-4012 .- 1097-4547. ; 98:4, s. 643-654
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Journal article (peer-reviewed)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.
(author)
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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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In: Journal of Neuroscience Research. - : John Wiley & Sons. - 0360-4012 .- 1097-4547. ; 101:1, s. 172-195
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Journal article (peer-reviewed)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-
(author)
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Randomiserade kontrollerade studier av interventionsprogram för elever med tidiga läs- och matematiksvårigheter
- 2023
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In: Resultatdialog 2023. - : Vetenskapsrådet. - 9789189845107 ; , s. 15-18
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Book chapter (other academic/artistic)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.
(author)
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A Retrospective Longitudinal Study of Cognitive and Language Skills in Poor Reading Comprehension
- 2014
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Other publication (other academic/artistic)abstract
- Fifty-six specific poor reading comprehenders (SPRC) were selected in grade 4 and retrospectively compared to good comprehenders at preschool age 5 and at the end of kindergarten, grade 1 and 2. The results showed a widespread language-deficit profile in children with SPRC, including deficits in vocabulary, grammar, verbal memory and early phonological awareness in a large part of the sample beginning in preschool. The reading comprehension deficits in children with SPRC were not as apparent in earlier assessments at grade 1 and 2, likely because of the greater dependence on word decoding in reading comprehension in the early grades.
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| 5. |
- Elwér, Åsa, et al.
(author)
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A retrospective longitudinal study of cognitive and language skills in poor reading comprehension
- 2015
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In: Scandinavian Journal of Psychology. - : Wiley: 24 months. - 0036-5564 .- 1467-9450. ; 56:2, s. 157-166
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Journal article (peer-reviewed)abstract
- Fifty-six specific poor reading comprehenders (SPRC) were selected in Grade 4 and retrospectively compared to good comprehenders at preschool (age 5) and at the end of kindergarten, Grade 1, and Grade 2. The results revealed deficits in vocabulary, grammar, verbal memory and early deficits in phonological awareness in most of the SPRC sample, beginning in preschool. The reading comprehension deficits in children with SPRC were not as marked in earlier assessments in Grade 1 and 2, probably because of the greater dependence on word decoding in reading comprehension in the early grades.
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| 6. |
- Elwér, Åsa
(author)
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Early Predictors of Reading Comprehension Difficulties
- 2014
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Doctoral thesis (other academic/artistic)abstract
- The aim of the present thesis was to examine the cognitive and language profile in children with poor reading comprehension using a longitudinal perspective. Even though comprehension skills are closely connected to educational success, comprehension deficits in children have been neglected in reading research. Understanding factors underlying reading is important as it improves possibilities of early identification of children at risk of developing reading problems. In addition, targeted interventions may prevent or reduce future problems. Descriptions of the cognitive and language profile in children with different types of reading problems from an early age and over time is an important first step.The three studies included in this thesis have been conducted using data from the International Longitudinal Twin Study (ILTS). In the ILTS, parallel data have been collected in the US, Australia, Sweden and Norway. Altogether, more than 1000 twin pairs have been examined between the ages 5 and 15 years using well known predictors of reading, along with decoding, spelling, reading comprehension and oral language measures.In the three studies, the Simple View of Reading has been used as a theoretical framework and children who exhibited different kinds of comprehension related difficulties have been identified at different ages. The studies include both retrospective and prospective analyses. The results across studies indicated a robust oral language deficit in all subtypes displaying comprehension problems. The oral language deficit was widespread and included vocabulary, grammar and verbal memory. In addition, the oral language deficit was manifested as compromised phonological awareness and print knowledge prior to reading instruction. Reading comprehension deficits were late emerging across studies in children with comprehension difficulties.
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| 7. |
- Elwér, Åsa, et al.
(author)
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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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In: Brain and Language. - : ACADEMIC PRESS INC ELSEVIER SCIENCE. - 0093-934X .- 1090-2155. ; 253
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Journal article (peer-reviewed)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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| 8. |
- Elwér, Åsa, et al.
(author)
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Longitudinal stability and predictors of poor oral comprehenders and poor decoders
- 2013
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In: Journal of experimental child psychology (Print). - : Elsevier. - 0022-0965 .- 1096-0457. ; 115:3, s. 497-516
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Journal article (peer-reviewed)abstract
- Two groups of fourth-grade children were selected from a population sample (N = 926) to be either poor oral comprehenders (poor oral comprehension but normal word decoding) or poor decoders (poor decoding but normal oral comprehension). By examining both groups in the same study with varied cognitive and literacy predictors, and examining them both retrospectively and prospectively, we could assess how distinctive and stable the predictors of each deficit are. Predictors were assessed retrospectively at preschool and at the end of kindergarten, Grade 1, and Grade 2. Group effects were significant at all test occasions, including those for preschool vocabulary (worse in poor oral comprehenders) and rapid automatized naming (RAN) (worse in poor decoders). Preschool RAN and vocabulary prospectively predicted Grade 4 group membership (77–79% correct classification) within the selected samples. Reselection in preschool of “at-risk” poor decoder and poor oral comprehender subgroups based on these variables led to significant but relatively weak prediction of subtype membership at Grade 4. Implications of the predictive stability of our results for identification and intervention of these important subgroups are discussed.
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| 9. |
- Elwér, Åsa, et al.
(author)
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Pattern of Preschool Prediction of Reading Comprehension Impairment : A 10 Year Longitudinal Study
- 2014
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Other publication (other academic/artistic)abstract
- Compromised reading comprehension will invariably influence future academic achievements. In reading research there has been an emphasis on early identification of poor decoders to reduce future difficulties. Only a few studies have examined preschool prediction of reading comprehension impairments beyond the first grades of school, and these studies have presented different patterns of results. As studies have mostly been conducted in English; it is unclear how the results generalize to languages with transparent orthographies. In this study, a Swedish and a Norwegian twin sample were used to predict reading comprehension and decoding impairments in grade 2, 4 and 8/9 from preschool. The results suggested an important role for RAN and verbal memory. Compromised RAN was consistently associated with the poor decoders, as well as in identifying poor reading comprehenders in grade 8/9. Verbal memory tasks at preschool contributed to the identification of children with reading comprehension impairment across grades.
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| 10. |
- Elwér, Åsa, 1976-
(author)
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Specifika läsförståelseproblem
- 2009. - 1
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In: Dyslexi och andra svårigheter med skriftspråket. - Stockholm : Natur & Kultur. - 9789127419346 ; , s. 162-182
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Book chapter (pop. science, debate, etc.)
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