| 1. |
- Hallin, Anna Eva, et al.
(författare)
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No learning loss in Sweden during the pandemic : Evidence from primary school reading assessments
- 2022
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Ingår i: International Journal of Educational Research. - : Elsevier. - 0883-0355 .- 1873-538X. ; 114
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Tidskriftsartikel (refereegranskat)abstract
- The COVID-19 pandemic has led to worldwide school closures, with a risk of learning loss. Sweden kept primary schools open, but it is unknown whether student and teacher absence and pandemic-related stress factors affected teaching and student progress negatively. In this study, reading assessment data from 97,073 Swedish primary school students (grades 1-3) were analysed to investigate potential learning loss. Results showed that word decoding and reading comprehension scores were not lower during the pandemic compared to before the pandemic, that students from low socio-economic backgrounds were not especially affected, and that the proportion of students with weak decoding skills did not increase during the pandemic. Study limitations are discussed. We conclude that open schools benefitted Swedish primary school students.
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| 2. |
- Nordström, Thomas, Filosofie doktor i psykologi, 1977-, et al.
(författare)
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Meta-Review of Systematic Reviews in Educational Research : Risk of Bias and Open Practices
- 2022
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Ingår i: 2022 Unconference on Open Scholarship Practices in Education Research, Centre for Open Science, Charlottesville, United States of America.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- As part of a larger meta-review project that aims to assess the quality of systematic reviews of educational intervention, this study provides a snapshot of reviews published between 2019 and 2021. Main goal was to assess the current state of literature and have the best studies published as CAMAs. We looked for reviews that investigated educational interventions’ effectiveness for the k-12 population using experimental designs (RCT, QED, SCD). We searched for systematic reviews in the ERIC database and four journals which publish educational reviews. Studies that were included in the full-text screening were assessed using the ROBIS (risk of bias in systematic reviews) tool, first by assessing if the PICOS fit ours, then moved on to first stage ROBIS screening, which was conducted for all articles included in the full-text reading phase. Preliminary results of the first stage ROBIS screening indicate the lack of preregistration and data sharing practice, no standardized approach in conducting searches and reporting results, and often absent quality check of studies included in the reviews.
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| 3. |
- Nordström, Thomas, Filosofie doktor i psykologi, 1977-
(författare)
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Supporting Teachers and Struggling Readers with Assistive Technology and Assessment-Based Instruction
- 2022
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Ingår i: Presented at Diversity and inclusivity in English language education, Monash University, University of York, Thammasat University, Language Institute.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Research has provided the global educational community with best practices for teaching students how to read, including interventions for students with mild to severe learning difficulties. Further, recent technological advancements have also made it possible to use text-to-speech and speech-to-text technologies in reading skills development. This talk is divided into two parts. Firstly, it presents a large-scale Swedish initiative called LegiLexi. LegiLexi aims to improve 1-3 grade students’ reading skills. It also enables teachers to assess student reading skills using a digital test-program on a tablet. Secondly, the talk focuses on using assistive reading technology in teaching secondary school students with learning difficulties. The talk provides examples of classroom-based interventions, discusses their design and explores the integration of assistive technologies into reading instruction.
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