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- Kalmendal, André, 1989-, et al.
(author)
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Protocol: Strategy instruction for improving short‐ and long‐term writing performance on secondary and upper‐secondary students : A systematic review
- 2024
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In: Campbell Systematic Reviews. - : John Wiley & Sons. - 1891-1803. ; 20:2
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Journal article (peer-reviewed)abstract
- This is the protocol for a Campbell systematic review. The objectives are as follows. This review aims to investigate the effectiveness of all types of teacher-delivered classroom-based strategy instruction aimed at students in the general population (all students) including struggling students (with or at-risk of academic difficulties) in ages 12–19 for increasing writing performance. The majority of previous reviews scoped all outcomes presented in the primary studies. This review will solely focus on covering three most common outcomes: story quality, story elements and word count/length.
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| 2. |
- Sand, Christina
(author)
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Assisterande teknik - att ta till sig och producera text : Ett stöd för elever i anpassad grund- och gymnasieskola
- 2024
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Doctoral thesis (other academic/artistic)abstract
- Many students with intellectual disability experience significant difficulties in assimilating written text through reading and even more struggle with writing. This dissertation aims to investigate whether assistive technologies such as text-to-speech and speech-to-text contribute to providing more opportunities for students with intellectual disability to assimilate and produce text. The first study in the dissertation was a crosssectional study that examined reading and listening comprehension abilities among 70 students with mild or moderate intellectual disability in the age group of 16 to 22 years. The results showed that the students had weak decoding and reading comprehension skills and better listening comprehension. This was particularly evident for students with moderate intellectual disability. In the second study, five fourth-grade students with mild intellectual disability received a decoding intervention. Using a single-subject design, the study demonstrated that all students increased the number of decoded words after the intervention, albeit to varying degrees. For some students, additional decoding training could prove beneficial, while others require alternative approaches. The third study employed a quasi-experimental wait-list control group design involving 41 students with mild or moderate intellectual disability in upper secondary school for pupils with intellectual disability. The purpose was to investigate whether the students further increased their listening comprehension abilities after a period of intervention with text-to-speech. Additionally, there was an interest in monitoring the development of decoding skills during the intervention. The results confirmed that the students assimilated text better through listening and improved even further with listening comprehension training, but no significant differences were found. The students also improved in decoding despite not specifically training for it. The fourth study utilized a single-subject design with four students with mild intellectual disability aged 10 to 14 years. The students were trained to use speech-to-text to produce words and sentences in writing. Three of the students could hardly produce anything in writing via handwriting, while one student could read and write traditionally. However, the results showed that all students increased the number of produced words and sentences and their text quality compared to writing by hand or keyboard. In summary, the results of the four studies demonstrate that many students with intellectual disability have significant difficulties assimilating and producing text through reading and writing traditionally. Most of the students also demonstrated better listening comprehension than reading comprehension. When alternatives such as text-to-speech and speech-to-text were provided, the conditions for understanding the content of written text and the opportunities for producing written text improved. An important conclusion that can be drawn from the studies is also that students with moderate intellectual disabilities may be assumed to face greater difficulties than they actually do if they are only offered traditional reading and writing methods.
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| 3. |
- Tyni, Kristiina, 1970-, et al.
(author)
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A systematic review and qualitative research synthesis of the lived experiences and coping of transgender and gender diverse youth 18 years or younger
- 2024
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In: International Journal of Transgender Health. - : Taylor & Francis. - 2689-5269 .- 2689-5277. ; 25:3, s. 352-388
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Research review (peer-reviewed)abstract
- Background: Research on the daily experiences of transgender and gender diverse (TGD) youth 18 years or younger is limited, making it essential to gain a comprehensive understanding of their internal and external experiences related to gender identity.Aim: This systematic review and qualitative research synthesis fills this research gap by examining the lived experiences and coping of TGD youth, including prepubertal children.Methods: The review was pre-registered according to PROSPERO on the Open Science Framework and followed the ENTREQ reporting guidelines. A Qualitative research synthesis, according to Howell Major and Savin-Baden, was conducted.Results: Seventeen peer-reviewed articles published between 2000 and 2023 fulfilled inclusion criteria and quality assessment. Synthesized themes were: (1) “Navigating gender identity”, with two sub-themes, Meaning-making and Considering visibility (2) “Navigating relations”, with four sub-themes: Longing for belonging, Supportive actions, Lack of safety and Coping inside out (3) “Navigating society with two sub-themes Inclusion and exclusion and Beyond control. Our findings demonstrate that TGD youth view gender identity as fluid and benefit from a supportive environment that facilitates genuine exploration. Coping strategies develop intricately, influenced by multifaceted factors.Discussion: Unlike previous research on the negative effects of minority stress, our review underscores the cumulative impact of subtle daily stressors on TGD youth’s well-being, highlighting the significance of an environment where gender is not a constant concern. By shedding light on these dynamics, this synthesis contributes to a comprehensive understanding of TGD youth’s perspectives for professionals and a broader audience.
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