Literature on the impact of speech-to-text (STT) technology on text production is limited, with a predominant focus on students with learning disabilities. The widespread availability of STT suggests its potential integration into regular teaching practices; however, this remains understudied. The present study explored two conditions of narrative text production—STT and keyboarding—using a counterbalanced within-group design to measure text productivity, vocabulary, and sentence construction. Eighty-one middle-school students (Grades 4 and 5), typically from regular classrooms, participated in the study. The results revealed that students produced longer texts and in less time with STT than with keyboarding, and they used more diverse vocabulary. Sentence structures revealed an increase in punctuation and sentence length with STT. The text-based measurements were positively correlated; for instance, if students produced longer texts using the keyboard, they did so similarly with STT. In conclusion, young students can benefit from STT as a complement to traditional transcription, developing their narrative textual expression and reflective skills in knowledge acquisition. The implications of these results are discussed.

This study investigates the empirical validity of the simple view of reading modelin a semi-transparent language, Swedish, by using a large amount of reading test data from11,791 students. Data were collected during the primary grades (year 1–3), which allowedus to test two aspects of the model: how much reading comprehension variance can beaccounted for by decoding and language comprehension across primary grades (nine testoccasions in total), and how decoding and language comprehension contribute to readingcomprehension at each test occasion (three test occasions per grade). By using a latentvariable framework, our findings indicated that nearly all reading comprehension variancewas accounted for by decoding and language comprehension across each test occasion.Both decoding and language comprehension contributed to reading comprehension at allgrades. While decoding contributed the most to reading comprehension variance at thefirst test occasions (grade 1), language comprehension became equally important in themiddle of second grade. At the end of third grade, language comprehension outperformeddecoding. This study shows that the simple view of reading model is highly usable foryet another semi-transparent language, which has practical implications for how to assessreading skills and, ultimately of how to inform reading instruction for beginner readers. 

In this retrospective and observational study, we examine grade 1 reading development following an assessment tool providing recommendations for teachers. Tests and recommendations for instruction were provided by LegiLexi, a non-profit foundation that aims to increase reading skills in primary school. We analyzed differences between poor decoders who receive a decoding recommendation after the first test session, then improve their decoding and therefore receive another recommendation (responders) and poor decoders who develop their decoding more slowly (non-responders) and receive a decoding recommendation after both the first and second assessment. Responders are characterized by initial word decoding problems but a substantial improvement between test sessions leading them to a high level of reading comprehension at the end of grade 1. Their decoding improved the most when this skill was the recommended focus of instruction but their reading comprehension also steadily improved when the recommendations changed. The group of non-responders was larger and showed improvements that were more modest on all reading tests during grade 1. The study demonstrates that decoding continues to be a bottleneck for reading development in the early school years and that recommending teachers to focus on decoding instruction might be helpful for some pupils.

This paper provides guidance and tools for conducting open and reproducible systematic reviews in psychology. It emphasizes the importance of systematic reviews for evidence-based decision-making and the growing adoption of open science practices. Open science enhances transparency, reproducibility, and minimizes bias in systematic reviews by sharing data, materials, and code. It also fosters collaborations and enables involvement of non-academic stakeholders. The paper is designed for beginners, offering accessible guidance to navigate the many standards and resources that may not obviously align with specific areas of psychology. It covers systematic review conduct standards, pre-registration, registered reports, reporting standards, and open data, materials and code. The paper is concluded with a glimpse of recent innovations like Community Augmented Meta-Analysis and independent reproducibility checks.

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.

This systematic living meta-review investigated presence of open science practices such as FAIR data adherence (findability, accessibility, interoperability, and reusability), preregistration of protocols and reproducibility (e.g., searches) in educational systematic reviews through the years 2019-2023. Additionally, we assessed systematic reviews for adherence to methodological standards (Methodological Expectations of Campbell Collaboration Intervention Reviews (Wang et al., 2021), using the tool ROBIS—Risk of Bias in Systematic Reviews (Whiting et al., 2016). 

Results show that very few systematic reviews are assessed as low risk of bias, preregister a protocol, are possible to reproduce (e.g., searches and where exactly primary data is collected) and very few organize their data according to FAIR, although there are some reviews that adhere to the (much needed) rigorous standards and share data that can be reused. This poster will address these issues on how the community can improve reproducibility practices.

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.

This systematic living meta-review investigated the presence of open science practices (e.g., preregistration of protocols), reproducibility (e.g., describing searches and where exactly primary data is collected), and FAIR data adherence (findability, accessibility, interoperability, and reusability) in educational systematic reviews through the years 2019-2023. Additionally, we assessed the systematic reviews for adherence to MECCIR standards (Methodological Expectations of Campbell Collaboration Intervention Reviews; Wang et al., 2021), using the tool ROBIS (Risk of Bias in Systematic Reviews; Whiting et al., 2016).

Results show that very few systematic reviews could be assessed as low risk of bias, had preregistered a protocol, were possible to reproduce, and very few organized their data according to FAIR. There were however some reviews that adhered to the (much needed) rigorous standards and shared data that can be reused. This poster will address these issues further and discuss how the community can improve reproducibility practices.

This study investigates the challenges associated with statistically evaluating the Simple View of Reading model (SVR) and its applicability to the Swedish language. The SVR model, a widely-accepted and popular framework, posits that reading comprehension (RC) is a product of two independent factors: decoding (D) and language comprehension (LC), expressed as RC = D x LC. While various statistical approaches have been employed to validate the model in English, a deep and non-transparent orthography, a consensus on a formal testing method has not been reached. Additionally, the model's functionality in other languages, such as Swedish, which has a semi-transparent orthography, remains unclear.

 This study has two primary objectives: 1) to longitudinally test the SVR model's validity from year 1 to 3, examining the relative contributions of decoding and language comprehension factors to reading comprehension over time using a latent variable approach, and 2) to assess the model's applicability to the Swedish language. To achieve these goals, we utilize an extensive dataset from the LegiLexi foundation, comprising data from 43,127 students across 2,666 schools and 18,006 classes.

 The presentation will discuss methodological and statistical considerations necessary for evaluating the SVR model, as well as the contributions of decoding and language comprehension factors to reading comprehension during primary school's learning-to-read process.