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Nilvius, C. & Fälth, L. (2024). Balanserad och ämnesövergripande läsundervisning (1ed.). In: Helena Ackesjö & Katarina Herrlin (Ed.), Att undervisa barn i skolstartsålder: (pp. 117-128). Gleerups Utbildning AB
Öppna denna publikation i ny flik eller fönster >>Balanserad och ämnesövergripande läsundervisning
2024 (Svenska)Ingår i: Att undervisa barn i skolstartsålder / [ed] Helena Ackesjö & Katarina Herrlin, Gleerups Utbildning AB, 2024, 1, s. 117-128Kapitel i bok, del av antologi (Övrigt vetenskapligt)
Ort, förlag, år, upplaga, sidor
Gleerups Utbildning AB, 2024 Upplaga: 1
Nationell ämneskategori
Pedagogik
Forskningsämne
Pedagogik och Utbildningsvetenskap, Pedagogik
Identifikatorer
urn:nbn:se:lnu:diva-126063 (URN)9789151110714 (ISBN)
Tillgänglig från: 2023-12-19 Skapad: 2023-12-19 Senast uppdaterad: 2024-01-03Bibliografiskt granskad
Fälth, L., Selenius, H. & Egerhag, H. (2023). A cross-sectional study on reading among young L1 and L2 students in Sweden. European Journal of Special Needs Education, 38(2), 233-244
Öppna denna publikation i ny flik eller fönster >>A cross-sectional study on reading among young L1 and L2 students in Sweden
2023 (Engelska)Ingår i: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 38, nr 2, s. 233-244Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

According to the Simple View of Reading, decoding and linguistic comprehension are essential for reaching efficient reading comprehension. Students with Swedish as a first (L1) or second language (L2) in grades 1–3 might need special support to develop reading comprehension. In order to identify needs in reading in L1 and L2 students, the current study aimed to investigate how they perform in screening tests measuring vocabulary, decoding, and reading comprehension in Swedish. The present study has a cross-sectional design and includes over 46,000 students who followed the curriculum for Swedish as a first or as a second language. Data consisted of decoding, vocabulary, and reading comprehension tests, which were statistically analysed. The results showed that L2 students in grades 1–3 had significantly weaker decoding, vocabulary, and reading comprehension than L1 students. A performance below average in the tests indicates a need for extra support in reading which a significantly higher proportion of L2 students had compared to L1 students. Therefore, screening and systematic reading instructions are crucial to promoting reading development among L1 and L2 students.

Ort, förlag, år, upplaga, sidor
Taylor & Francis Group, 2023
Nyckelord
L2, primary school, decoding, vocabulary, reading comprehension, cross-sectional
Nationell ämneskategori
Pedagogik
Forskningsämne
Pedagogik och Utbildningsvetenskap, Pedagogik
Identifikatorer
urn:nbn:se:lnu:diva-110761 (URN)10.1080/08856257.2022.2050973 (DOI)000766106000001 ()2-s2.0-85126352507 (Scopus ID)
Tillgänglig från: 2022-03-09 Skapad: 2022-03-09 Senast uppdaterad: 2023-09-29Bibliografiskt granskad
Egerhag, H., Selenius, H., Fälth, L. & Svensson, I. (2023). Decoding intervention for L2 students in Sweden: A single-subject design study. Reading in a Foreign Language, 35(2), 247-269
Öppna denna publikation i ny flik eller fönster >>Decoding intervention for L2 students in Sweden: A single-subject design study
2023 (Engelska)Ingår i: Reading in a Foreign Language, ISSN 0264-2425, E-ISSN 1539-0578, Vol. 35, nr 2, s. 247-269Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

Many second language (L2) students in Sweden struggle with reading in Swedish. There needs to be more research on how L2 students with weak word decoding skills in Swedish could be individually supported. Therefore, the current study examined the impact of a systematic and intensive word decoding intervention in Swedish among individual L2 students identified as having a risk of reading difficulties in Grade 3. A multiple-baseline single-subject design study was conducted with three L2 students with Arabic or Dari as their first language. They were provided a word decoding intervention with Bravkod. All three students improved their decoding during the intervention phase. They decoded several words in a given time (NAP=0.96-1.00) and decreased their word decoding errors (NAP=0.91-0.98). The results are promising but should be replicated to be considered evidence-based and suitable for L2 students to improve their decoding in Swedish.

Ort, förlag, år, upplaga, sidor
University of Hawaii, 2023
Nyckelord
decoding, bilingual education, instructional intervention, Swedish
Nationell ämneskategori
Utbildningsvetenskap
Forskningsämne
Pedagogik och Utbildningsvetenskap
Identifikatorer
urn:nbn:se:lnu:diva-125013 (URN)001088785300005 ()2-s2.0-85174910714 (Scopus ID)
Anmärkning

Many second language (L2) students in Sweden struggle with reading in Swedish. There needs to be more research on how L2 students with weak word decoding skills in Swedish could be individually supported. Therefore, the current study examined the impact of a systematic and intensive word decoding intervention in Swedish among individual L2 students identified as having a risk of reading difficulties in Grade 3. A multiple-baseline single-subject design study was conducted with three L2 students with Arabic or Dari as their first language. They were provided a word decoding intervention with Bravkod. All three students improved their decoding during the intervention phase. They decoded several words in a given time (NAP=0.96-1.00) and decreased their word decoding errors (NAP=0.91-0.98). The results are promising but should be replicated to be considered evidence-based and suitable for L2 students to improve their decoding in Swedish.

Tillgänglig från: 2023-10-02 Skapad: 2023-10-02 Senast uppdaterad: 2023-11-15Bibliografiskt granskad
Fälth, L., Selenius, H., Sand, C. & Svensson, I. (2023). Decoding intervention for young students with mild intellectual disabilities: A single-subject design study. Journal of Intellectual Disabilities
Öppna denna publikation i ny flik eller fönster >>Decoding intervention for young students with mild intellectual disabilities: A single-subject design study
2023 (Engelska)Ingår i: Journal of Intellectual Disabilities, ISSN 1744-6295, E-ISSN 1744-6309Artikel i tidskrift (Refereegranskat) Epub ahead of print
Abstract [en]

Students with intellectual disabilities need more time and explicit instruction to develop word decoding. Most previous research on interventions among these students is performed in English. Therefore, the current study examined the impact of a word-decoding intervention in Swedish on individual students with intellectual disabilities. A single-subject-design study was conducted with five students with mild intellectual disability in the fourth grade. They needed to enhance decoding, and Swedish was their first language. Their word and non-word decoding was measured during the baseline and intervention phases. The intervention with the Wolff Intensive Program was delivered by special education teachers supporting phonemic decoding and reading fluency training during 25 sessions. All five students developed their decoding as they decoded more words in a given time (NAP=0.84-1.00) and decreased their decoding errors in both word and nonword decoding (NAP=0.72-1.00). The results are promising but need to be confirmed in additional studies.

Ort, förlag, år, upplaga, sidor
Sage Publications, 2023
Nationell ämneskategori
Pedagogik
Forskningsämne
Pedagogik och Utbildningsvetenskap, Pedagogik
Identifikatorer
urn:nbn:se:lnu:diva-125756 (URN)10.1177/17446295231208819 (DOI)001100883000001 ()2-s2.0-85176789661 (Scopus ID)
Tillgänglig från: 2023-11-21 Skapad: 2023-11-21 Senast uppdaterad: 2023-12-07
Nordström, T., Danielsson, H. & Fälth, L. (2023). Evaluating the Simple View of Reading Model: Longitudinal Testing and Applicability to the Swedish Language. In: Presented at the Quantitative research methods in education conference, QRM, Gothenburg, Sweden, June 12-13: . Paper presented at Quantitative research methods in education conference, QRM, Gothenburg, Sweden, June 12-13.
Öppna denna publikation i ny flik eller fönster >>Evaluating the Simple View of Reading Model: Longitudinal Testing and Applicability to the Swedish Language
2023 (Engelska)Ingår i: Presented at the Quantitative research methods in education conference, QRM, Gothenburg, Sweden, June 12-13, 2023Konferensbidrag, Enbart muntlig presentation (Refereegranskat)
Abstract [en]

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.

 

Nationell ämneskategori
Psykologi Utbildningsvetenskap
Forskningsämne
Samhällsvetenskap, Psykologi; Statistik; Pedagogik och Utbildningsvetenskap
Identifikatorer
urn:nbn:se:lnu:diva-121818 (URN)
Konferens
Quantitative research methods in education conference, QRM, Gothenburg, Sweden, June 12-13
Tillgänglig från: 2023-06-14 Skapad: 2023-06-14 Senast uppdaterad: 2023-09-06Bibliografiskt granskad
Nilvius, C., Fälth, L., Selenius, H. & Svensson, I. (2023). Examination of a multitiered RtI-model for identifying and supporting students at risk of reading difficulties in primary schools in Sweden. Scandinavian Journal of Educational Research
Öppna denna publikation i ny flik eller fönster >>Examination of a multitiered RtI-model for identifying and supporting students at risk of reading difficulties in primary schools in Sweden
2023 (Engelska)Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170Artikel i tidskrift (Refereegranskat) Epub ahead of print
Abstract [en]

Some Swedish schools do not identify and support students with reading difficulties efficiently enough during the first years at school. A longitudinal design was used to examine a multitiered RtI-model for identifying and supporting students at risk of reading difficulties in a Swedish school context. The results demonstrated that the RtI-model could be successfully applied. The proportion of students in need of support (i.e., below the 25th percentile) was significantly reduced after two years. Compared to students in the reference group (n  = 759), significantly fewer students in the RtI group (n  = 113) scored below the 25th percentile in word and non-word decoding and reading comprehension in a short text at the end of Grade 2. The discussion highlights the RtI-model’s original ideas.

Ort, förlag, år, upplaga, sidor
Taylor & Francis Group, 2023
Nyckelord
Response to intervention(RtI); multi-tiered system ofsupport (MTSS); reading; at-risk; reading difficulties; primary education
Nationell ämneskategori
Pedagogik
Forskningsämne
Pedagogik och Utbildningsvetenskap, Pedagogik
Identifikatorer
urn:nbn:se:lnu:diva-124953 (URN)10.1080/00313831.2023.2263469 (DOI)001073066100001 ()2-s2.0-85173932322 (Scopus ID)
Forskningsfinansiär
Vetenskapsrådet, 2017-06039
Tillgänglig från: 2023-09-29 Skapad: 2023-09-29 Senast uppdaterad: 2023-11-21
Andersson, A. & Fälth, L. (2023). How to think about preschool children with no knowledge of Swedish and low levels of motivation to learn the new language. In: : . Paper presented at Teacher Education for Democracy and Wellbeing, 19 Jan-20 Jan 2023, Kalmar, Sweden.
Öppna denna publikation i ny flik eller fönster >>How to think about preschool children with no knowledge of Swedish and low levels of motivation to learn the new language
2023 (Engelska)Konferensbidrag, Muntlig presentation med publicerat abstract (Refereegranskat)
Abstract [en]

At the heart of democracy is being able to be a part of the society at large which requires sharing the dominant language. In recent years, we have lectured on language learning and specifically second language learning and multilingualism for teachers in Sweden, from Malmö in the south to Umeå in the north. While teachers at all levels need to have knowledge of second language acquisition and learning it becomes apparent in discussions that teachers often meet children who are not motivated to learn Swedish. As a result, the children have not acquired the language used in, for instance the preschool curriculum, nor do they have the necessary skills in Swedish to acquire new knowledge when they start school. 

This means that the research we present to our teacher students and to practicing teachers is relevant to language learning but cannot fully address the challenges faced by the profession. Further knowledge and research are needed on how to work with Swedish as a second language, such as in the preschool context where 25% of children have another language besides Swedish as their first language (SCB, 2021) and, crucially, their motivation to learn the language is low. Language proficiency in preschool predicts subsequent grades in school in for instance math and reading (Murphy et al., 2016; Pace et al., 2019). Therefore, knowledge about how to motivate children (and parents) is a prerequisite for making a linguistic intervention so that children's Swedish skills are sufficient to absorb the education in preschool and later knowledge acquisition in school which is important for being a part of the society at large. 

 

We will present previous studies of motivation for language learning (Lamb et al., 2021) and our preliminary data from questionnaires and interviews with personnel in preschools and adult learners of Swedish as a second language focusing on motivation to learn the language. Against this background, we will introduce our ideas of “language learning motivation interventions” (LLMI) in school settings. We will claim that it is crucial for teachers to have a better grasp of how to motivate learning Swedish. This understanding can result in the inclusion of children and students in school and the society on equal bases for learning and thus for democracy in their current setting but also in future settings. 

 

 

References

 

Lamb, M., Csizer, K., Henry, A., & Ryan, S. (2021). The Palgrave Handbook of Motivation for Language Learning. Springer Nature Switzerland AG. 

Murphy, K. A., Farquharson, K., Language, & Reading Research, C. (2016). Investigating profiles of lexical quality in preschool and their contribution to first grade reading. Reading and Writing, 29(9), 1745-1770. https://doi.org/10.1007/s11145-016-9651-y 

Pace, A., Alper, R., Burchinal, M. R., Golinkoff, R. M., & Hirsh-Pasek, K. (2019). Measuring success: Within and cross-domain predictors of academic and social trajectories in elementary school. Early Childhood Research Quarterly, 46, 112-125. https://doi.org/https://doi.org/10.1016/j.ecresq.2018.04.001 

Statistiska Central Byrån. (2021). Demografi: Antal personer med utländsk eller svensk bakgrund (fin indelning) efter region, ålder och kön (år 2002-2020). 

 

Nyckelord
preschoolers, second language acquisition, motivation, intervention
Nationell ämneskategori
Studier av enskilda språk Lärande
Forskningsämne
Humaniora, Lingvistik; Samhällsvetenskap, Psykologi; Pedagogik och Utbildningsvetenskap
Identifikatorer
urn:nbn:se:lnu:diva-120668 (URN)
Konferens
Teacher Education for Democracy and Wellbeing, 19 Jan-20 Jan 2023, Kalmar, Sweden
Projekt
https://lnu.se/forskning/forskningsprojekt/projekt-moroten-hur-motiverar-vi-flersprakiga-barn-att-lara-sig-svenska/
Anmärkning

ULF-projekt

Tillgänglig från: 2023-05-11 Skapad: 2023-05-11 Senast uppdaterad: 2023-05-31Bibliografiskt granskad
Fälth, L., Selenius, H. & Nilvius, C. (2023). Lärares uppfattningar om arbete med läsförkunskaper i förskoleklass. HumaNetten (51), 176-191
Öppna denna publikation i ny flik eller fönster >>Lärares uppfattningar om arbete med läsförkunskaper i förskoleklass
2023 (Svenska)Ingår i: HumaNetten, E-ISSN 1403-2279, nr 51, s. 176-191Artikel i tidskrift (Refereegranskat) Published
Ort, förlag, år, upplaga, sidor
Linnaeus University, 2023
Nationell ämneskategori
Pedagogiskt arbete
Forskningsämne
Pedagogik och Utbildningsvetenskap, Pedagogik
Identifikatorer
urn:nbn:se:lnu:diva-126424 (URN)10.15626/hn.20235111 (DOI)
Tillgänglig från: 2024-01-11 Skapad: 2024-01-11 Senast uppdaterad: 2024-01-24Bibliografiskt granskad
Andersson, A. & Fälth, L. (2023). On motivating children to learn a host language. In: : . Paper presented at European Early Childhood Education Research Association, 31st, Lisbon, Portugal.
Öppna denna publikation i ny flik eller fönster >>On motivating children to learn a host language
2023 (Engelska)Konferensbidrag, Muntlig presentation med publicerat abstract (Refereegranskat)
Abstract [en]

Children immigrating to Sweden are not motivated to learn the host language Swedish and learn English instead. We gathered information on what positively or negatively affects children’s motivation to learn Swedish to develop a “motivation-intervention” in collaboration with early-childhood teachers. Previous intervention studies of children’s motivation typically focus on learning a foreign language in school (García & Pérez-Llantada, 2015). We need to gain a better understanding of the effects of motivational interventions on particularly immigrant children learning a host language in early childhood. Our interventions are based in the theory of self-determination and included but were not limited to activities such as goal setting, self-reflection, and self-evaluation, that previously showed positive effects on students' motivation and attitudes towards learning a foreign language (Dörnyei & Csizér, 1998; MacIntyre & Noels, 1994). Early-childhood teachers answered a questionnaire focusing on children's motivation to learn Swedish and factors affecting this motivation. Development of interventions were based on the results from this questionnaire. To reduce the concern that not all children have access to the effective intervention we will invite childcare personnel in the area to a presentation and discussion of results. The main finding was the importance of the caregivers as role models. If they acquired Swedish, and found the language acquisition important for their children, children would be more motivated and would also attend childcare more frequently. Including teachers into the development of interventions led to relevant interventions that easily can be integrated with the regular curriculum in contrast to intense researcher-implemented interventions.

 

Nyckelord
Second language acquisition, immigrant children, low SES, motivation, intervention
Nationell ämneskategori
Jämförande språkvetenskap och allmän lingvistik Lärande Psykologi (exklusive tillämpad psykologi)
Forskningsämne
Humaniora, Svenska som andraspråk
Identifikatorer
urn:nbn:se:lnu:diva-120667 (URN)
Konferens
European Early Childhood Education Research Association, 31st, Lisbon, Portugal
Projekt
https://lnu.se/forskning/forskningsprojekt/projekt-moroten-hur-motiverar-vi-flersprakiga-barn-att-lara-sig-svenska/
Anmärkning

Ej belagd 20230907

ULF-projekt

Tillgänglig från: 2023-05-11 Skapad: 2023-05-11 Senast uppdaterad: 2023-09-06Bibliografiskt granskad
Roos, H., Fälth, L., Karlsson, L., Nilvius, C., Selenius, H. & Svensson, I. (2023). Promoting basic arithmetic competence in early school years - using a response to intervention model. Journal of Research in Special Educational Needs, 23(4), 263-388
Öppna denna publikation i ny flik eller fönster >>Promoting basic arithmetic competence in early school years - using a response to intervention model
Visa övriga...
2023 (Engelska)Ingår i: Journal of Research in Special Educational Needs, E-ISSN 1471-3802, Vol. 23, nr 4, s. 263-388Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

This study investigated whether mathematics education based on a multi-tiered response to intervention (RTI) model can support students' arithmetic competence in primary schools in Sweden. The intent was to identify and support students at risk of failure. In this study, 113 students participated in the intervention, and 30 students participated in the control group. Both groups were followed from Grade 1 to the end of Grade 2 and compared. During the first semester in Grade 1, all students were taught basic addition and subtraction with explicit instructions in Tier 1. Those who did not respond to Tier 1 after one semester were provided support within Tier 2 during the second semester. The same was repeated in grade 2 and the students that did not respond to Tier 2 were supported within Tier 3. At the end of Grade 2, students in the intervention group performed significantly higher on the basic arithmetic competence in the number range 1-9 than the control group. No significant difference was found in a test measuring basic arithmetic competence in the number range 10-19. This study shows that using multi-tiered RTI might be sufficient to identify and support students at risk in early arithmetic competence.

Ort, förlag, år, upplaga, sidor
John Wiley & Sons, 2023
Nyckelord
basic arithmetic competence, early school years, mathematics, number sense, RTI
Nationell ämneskategori
Utbildningsvetenskap
Forskningsämne
Matematik, Matematikdidaktik; Pedagogik och Utbildningsvetenskap
Identifikatorer
urn:nbn:se:lnu:diva-121486 (URN)10.1111/1471-3802.12602 (DOI)000986508900001 ()2-s2.0-85159067302 (Scopus ID)
Tillgänglig från: 2023-06-08 Skapad: 2023-06-08 Senast uppdaterad: 2023-09-06Bibliografiskt granskad
Organisationer
Identifikatorer
ORCID-id: ORCID iD iconorcid.org/0000-0001-7261-590X

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