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- Asker-Árnason, Lena, et al.
(author)
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Spoken and written narratives in Swedish children and adolescents with hearing impairment
- 2012
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In: Communication Disorders Quarterly. - : Sage Publications. - 1538-4837 .- 1525-7401. ; 33:3, s. 131-145
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Journal article (peer-reviewed)abstract
- Twenty 10- to 18-year-old children and adolescents with varying degrees of hearing impairment (HI) and hearing aids (HA), ranging from mild-moderate to severe, produced picture-elicited narratives in a spoken and written version. Their performance was compared to that of 63 normally hearing (NH) peers within the same age span. The participants with HI and NH showed similar patterns regarding intragroup correlations between corresponding measures of spoken and written narratives. However, the participants with HI had significantly less diverse language than the NH group. The participants with poorer hearing (higher best ear hearing level [BEHL]) produced spoken and written narratives comprising more content words and they also produced written narratives that were less lexically diverse than the participants with better hearing (lower BEHL). The difference as to lexical skills emphasizes the importance of focusing on these skills in the group of children with HI. However, the results give support for a quite optimistic view on the development of narration in children with HI with HA, at least for picture-elicited narratives.
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- Grenner, Emily, et al.
(author)
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Improving narrative writing skills through observational learning: A study of Swedish 5th-grade students
- 2020
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In: Educational Review. - : Informa UK Limited. - 0013-1911 .- 1465-3397. ; 72:6, s. 691-710
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Journal article (peer-reviewed)abstract
- Observational learning is a successful method for improving writing skills in various genres. We explore effects of a five lesson intervention series based on peer observation. Fifty-five Swedish 5th-grade students aged 10-12 years followed this intervention program. The language and reading comprehension and working memory capacity were tested. The students watched short film-clips with peers working with texts. Each lesson was organised according to a theme: reader’s perception of the text, ordering of events, how to begin a story, how to end a story and how to edit a text. The students wrote four texts during the intervention. The quality of these texts was assessed by a panel of trained raters. Results show that average text quality (outcome measure), significantly improved after intervention, and that the improvement was modulated by reading and language comprehension. At a follow up occasion, however, text quality was significantly decreased.
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| 5. |
- Grenner, Emily, et al.
(author)
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Observational learning and narrative writing : improving text quality for children with and without hearing impairment
- 2015
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Conference paper (peer-reviewed)abstract
- Emily Grenner & Joost van de Weijer & Lena Asker-Árnason & Victoria Johansson & Viktoria Åkerlund & Birgitta S.M. Sahlén The aim of this intervention study is to investigate if observational learning can improve narrative writing skills in 11-year-olds with and without hearing impairment. Observational learning occurs when people learn new skills from observing others, who act as models (Bandura 1997). Observing peers’ reading and writing is especially important since these processes often are invisible, and children therefore lack models for their own processes. This study was theoretically and methodologically inspired by Rijlaarsdam et al. 2008. Participants consisted of Swedish 5th-graders from two schools (School A, n=33; and School B, n= 26) with normal hearing children (NH), and from 3rd to 8:th-grade children with hearing-impairment (HI), from “hearing classes” (n=18). Prior to the intervention, background data e.g., on working memory and linguistic background was collected. In the research design the two schools with NH children (School A and B) functioned as each other's controls. The HI-school followed the School A order. All participants first wrote a personal narrative on the computer, using keystroke-logging. Then the intervention followed for School A and HI-school, while School B received ordinary lessons (with no writing instructions). After the first intervention period, all participants wrote a new narrative. Thereafter, the intervention was replicated for School B, while School A and the HI-school had ordinary tutoring. After the second intervention period, all participants wrote new narratives. The intervention consisted of 5 thematically different lessons: Lesson themes were: reader perspective, chronological structure, closing elements, revising of a peer’s text and online revision. To evaluate the text quality, all texts (n=231) were holistically rated by three independent, trained evaluators. The results showed an improvement in quality between text 1 and text 2 for School A and the HI-School, while School B had an improvement between text 2 and text 3. This shows that narrative text quality can be improved by a short series of carefully designed intervention lessons using observational learning, which contributes to the discussion about educational methods for teaching writing. Further analyses will address quantitative measures of text length, lexicon, syntactic complexity, pausing and editing, as well as a comparison between the NH and HI group.
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| 13. |
- van de Weijer, Joost, et al.
(author)
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Writing intervention in university students with normal hearing and in those with hearing impairment : Can observational learning improve argumentative text writing?
- 2019
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In: Logopedics Phoniatrics Vocology. - : Informa UK Limited. - 1401-5439 .- 1651-2022. ; 44:3, s. 115-123
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Journal article (peer-reviewed)abstract
- Observational learning has shown to be a successful intervention for writing. Up until now, however, studies have only been performed with normal-hearing participants, usually highschool or university students. Additionally, there have been conflicting results in whether subjective text quality correlates with one or more objectively measured text characteristics. In this study, we measured the effect of observational learning in a group of four university students with hearing impairment, and compared the results with those of a group of ten students with normal hearing who did the same intervention, and those of a control group consisting of ten students with normal hearing who did not do the intervention. Subjective text quality ratings and nine objectively measured text characteristics were collected for three argumentative texts written by each of the participants. In between writing these three texts, the participants in the experimental groups watched a video of a model writer who read out loud and corrected a similar kind of text. The statistical analysis showed significant correlations between the subjective ratings and four out of the nine objective measures, but no significant intervention effect. These findings suggest that observation-learning intervention is most effective when the model writer is a peer learner, and when the intervention is stretched out over time. Additionally, the method may be better suited for learners younger than the ones who were included in the present study.
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