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Fälth, L., Nordström, T., Andersson, U. & Gustafson, S. (2019). Assessment Support as Part of Teacher Duties in the Subject of Swedish at the Elementary Level. International Journal of Learning, Teaching and Educational Research, 18(4), 85-109
Open this publication in new window or tab >>Assessment Support as Part of Teacher Duties in the Subject of Swedish at the Elementary Level
2019 (English)In: International Journal of Learning, Teaching and Educational Research, ISSN 1694-2493, E-ISSN 1694-2116, Vol. 18, no 4, p. 85-109Article in journal (Refereed) Published
Abstract [en]

The aim of this study was to examine and describe the use of a formative assessment support regarding reading instruction in grades 1-3, viewed from a teacher perspective. Sixty-five teachers from all parts of Sweden responded to a questionnaire, who had used the support for at least one year. Of the participant teachers, nine were interviewed for the purpose of performing an in-depth analysis of the questions. The teachers stated that the primary use of the assessment results was to identify students in need of extra support, as a basis for performance appraisals, as well as for further lesson planning. Formative assessment was, on the one hand, described as a concrete practical method and, on the other hand, as an attitude. The results also indicate a feeling of frustration that, notwithstanding the current deeper insight into what every student needs, the teaching still proceeds on some middle-ground path or level.

Place, publisher, year, edition, pages
Flacq: Society for Research and Knowledge Management, 2019
Keywords
formative assessment, teachers’ perspective, reading instruction, Data-based Decision Making
National Category
Pedagogy Didactics
Research subject
Education, Didactics; Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-82602 (URN)10.26803/ijlter.18.4.5 (DOI)2-s2.0-85066798159 (Scopus ID)
Available from: 2019-05-18 Created: 2019-05-18 Last updated: 2019-08-29Bibliographically approved
Nordström, T., Andersson, U. B., Fälth, L. & Gustafson, S. (2019). Teacher inquiry of using assessments and recommendations in teaching early reading. Studies in Educational Evaluation, 63, 9-16
Open this publication in new window or tab >>Teacher inquiry of using assessments and recommendations in teaching early reading
2019 (English)In: Studies in Educational Evaluation, ISSN 0191-491X, E-ISSN 1879-2529, Vol. 63, p. 9-16Article in journal (Refereed) Published
Abstract [en]

Previous research point to difficulties for teachers to interpret reading assessment data with regard to instructional decisions. This study explored Swedish primary teachers' use of assessments and recommendations, in order to be able to target individual needs. Eight teachers participated in a reading program and were interviewed in focus-group meetings. The analysis of teacher narratives stemming from assessment use resulted in three themes: Awareness of student learningChanges in the organization of teaching, but not regarding individualized content and Strengthened teacher role, but modest professional growth. The themes indicated that the teachers had become aware of their students’ learning, had employed teaching based on informed decisions, and showed initial professional growth.

However, the assessment details and the recommendations allowed for more adjustments than was evident in the teachers’ narratives. The results point to the relative difficulty of targeting individual needs in the general classroom education, and to the challenges of changing teaching practices.

Keywords
Early reading instruction, Assessment use, Adapted teaching
National Category
Applied Psychology Didactics Pedagogy
Research subject
Social Sciences, Psychology; Pedagogics and Educational Sciences; Education, Didactics
Identifiers
urn:nbn:se:lnu:diva-86275 (URN)10.1016/j.stueduc.2019.06.006 (DOI)2-s2.0-85068411164 (Scopus ID)
Available from: 2019-07-09 Created: 2019-07-09 Last updated: 2019-08-29
Svensson, I., Fälth, L., Tjus, T., Mikael, H. & Stefan, G. (2019). Two-step tier three interventions for children in grade three with low reading fluency. Journal of Research in Special Educational Needs, 19(1), 3-14
Open this publication in new window or tab >>Two-step tier three interventions for children in grade three with low reading fluency
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2019 (English)In: Journal of Research in Special Educational Needs, ISSN 1471-3802, E-ISSN 1471-3802, Vol. 19, no 1, p. 3-14Article in journal (Refereed) Published
Abstract [en]

The main aim of this study was to investigate theeffect of a tier three intervention, response-tointerventiondesign, on children with low readingability in grade three. Twenty-eight children (12females and 16 males) participated in this study.The participants were given out a battery of readingtests including decoding and reading comprehensiontests, and in total, the children received20 reading intervention sessions in two waves, during4 weeks. The results showed substantial gainswith large effect sizes (d 0.78–2.95) on all thereading tests after the intervention period. A short,intensive and individualised intervention has a substantiallypositive effect on children’s reading ability.For a majority of the children, the increasedability sustains even 4 years after the end of theinterventions. However, as boys seem to have thegreatest problem to sustain their increased ability,the authors claim that it is important to continuethe intervention even after the research interventionshave ended.

Place, publisher, year, edition, pages
Wiley-Blackwell, 2019
Keywords
RTI, intervention, reading disabilities, dyslexia, gender differences.
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-77520 (URN)10.1111/1471-3802.12419 (DOI)000456573900001 ()2-s2.0-85047627446 (Scopus ID)
Available from: 2018-09-01 Created: 2018-09-01 Last updated: 2019-08-29Bibliographically approved
Fälth, L. & Nord, A. (2018). Reading strategies in high school: high school students’ experiences of an inclusive education approach. International Journal of Social Sciences and Education, 8(2), 29-37
Open this publication in new window or tab >>Reading strategies in high school: high school students’ experiences of an inclusive education approach
2018 (English)In: International Journal of Social Sciences and Education, ISSN 2227-393X, E-ISSN 2223-4934, Vol. 8, no 2, p. 29-37Article in journal (Refereed) Published
Abstract [en]

The purpose of this study was to investigate high school students’ experiences of an inclusive education approach using reading strategies. This is a way of teaching focusing on understanding text on the basis of what happens before, during and after reading. A high-school grade 3 class read two short stories together and processed them in the whole class and in small groups with the reading strategies as a basis. Another aim was to investigate whether students could describe their learning about the text on a meta-cognitive level after taking part of the reading comprehension teaching including reading strategies. The results show that students experience teaching withreading strategies as an approach that engaged them. On a meta-cognitive level, students could express how their reading comprehension altered in the interaction with others and how this systematic approach to reading contributed to a learning experience that they considered transferable to other contexts.

Place, publisher, year, edition, pages
Lodhran: SAVAP International, 2018
Keywords
Reading aloud, Inclusion, High school students, Reading comprehension
National Category
Didactics
Research subject
Education, Didactics
Identifiers
urn:nbn:se:lnu:diva-72633 (URN)
Available from: 2018-04-11 Created: 2018-04-11 Last updated: 2019-07-09Bibliographically approved
Fälth, L. & Eva, N. (2017). Effects of a Fluency-Based Intervention on Students’ Accuracy, Fluency, Motivation and Self-Confidence in English as an Additional Language. JSM Communication Disorders, 01(1), Article ID 1004.
Open this publication in new window or tab >>Effects of a Fluency-Based Intervention on Students’ Accuracy, Fluency, Motivation and Self-Confidence in English as an Additional Language
2017 (English)In: JSM Communication Disorders, E-ISSN 2475-9139, Vol. 01, no 1, article id 1004Article in journal (Refereed) Published
Abstract [en]

A large discrepancy between national exam results and final grades in English has been found in compulsory school in Sweden. Between 1.9% and 18.7%,depending on which school, of students receive a course grade that is different from their grade on the national exam. As a result, many students have not inreality reached the criteria for the passing grade. In this study a method of learning English as a second language through fluency-based tasks is used andthe effects on accuracy, fluency, self-esteem and motivation were studied. The participants were students in year one in college. The intervention had one partwhere the students told each other about various topics and another where they were encouraged to practice their writing skills by keeping a journal. Thestudents were assessed using an evaluation test, a questionnaire and a final test. The results showed an overall increase in accuracy, fluency, self-confidenceand motivation in the fluency-based task.

Place, publisher, year, edition, pages
San Diego: SciMedCentral, 2017
Keywords
Additional language, Intervention, Writing, Motivation
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-66006 (URN)
Available from: 2017-06-30 Created: 2017-06-30 Last updated: 2018-01-30Bibliographically approved
Fälth, L. & Svensson, I. (2017). Erfarenheter av skolmisslyckande – forskningsresultat från en psykiatrisk klinik och LVM-hem.. In: : . Paper presented at Att förebygga skolmisslyckanden- Nätverket för skolsocial forskning, 2-3 februari 2017. Linnéuniversitetet, Växjö..
Open this publication in new window or tab >>Erfarenheter av skolmisslyckande – forskningsresultat från en psykiatrisk klinik och LVM-hem.
2017 (Swedish)Conference paper, Oral presentation only (Other academic)
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-61034 (URN)
Conference
Att förebygga skolmisslyckanden- Nätverket för skolsocial forskning, 2-3 februari 2017. Linnéuniversitetet, Växjö.
Available from: 2017-03-01 Created: 2017-03-01 Last updated: 2017-12-28Bibliographically approved
Fälth, L., Gustafson, S., Kugelberg, E. & Nordström, T. (2017). LegiLexis formativa bedömningsverktyg - Testmanual.
Open this publication in new window or tab >>LegiLexis formativa bedömningsverktyg - Testmanual
2017 (Swedish)Other (Other academic)
Keywords
Psykometri, bedömningsverktyg
National Category
Applied Psychology
Research subject
Social Sciences, Psychology; Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-68659 (URN)
Available from: 2017-11-09 Created: 2017-11-09 Last updated: 2018-02-28Bibliographically approved
Fälth, L. (2017). Läs- och skrivinterventioner för vuxna med läs- och skrivsvårigheter. In: Skriv! Les! Nordisk forskerkonferanse om skriving, lesing och literacy: NTNU Trondheim – 09.-11. mai 2017. Paper presented at Les! Skriv! Nordisk forskerkonferanse om skriving, lesing och literacy : NTNU Trondheim – 09.-11. mai 2017. Trondheim
Open this publication in new window or tab >>Läs- och skrivinterventioner för vuxna med läs- och skrivsvårigheter
2017 (Swedish)In: Skriv! Les! Nordisk forskerkonferanse om skriving, lesing och literacy: NTNU Trondheim – 09.-11. mai 2017, Trondheim, 2017Conference paper, Published paper (Refereed)
Abstract [sv]

Studien som ligger till grund för presentationen är dels en prevalensstudie angående läsoch skrivförmågan hos 188 patienter på en Rättspsykiatrisk klinik i Sverige, dels en interventionsstudie där patienter med stora läs- och skrivsvårigheter erbjudits att deltaga i en intervention i syfte att utveckla läs- och skrivförmågan. Presentationen kommer förutom att beskriva prevalensen även gå in på de resultat som framkommit av interventionen och som nu i december 2016 publicerades i Psychiatry, Psychology and Law. Metodologisk är studien upplagt som en RTI (Response to Intervention)-studie med för- och eftermätningar via olika typer att läs- och skrivtester där själva interventionen, som syfta till att utveckla läsförmågan hos dessa vuxna deltagare, utvärderas. Resultaten är positiva och ställs i relation till en jämförelsegrupp som inte fått någon intervention. Såväl kvantitativa- som kvalitativa data kommer att redovisas. Det finns få studier gjorda på denna grupp av deltagare och resultaten pekar på vikten av denna typ av läs- och skrivfrämjande (tränande) insatser även för vuxna.

Place, publisher, year, edition, pages
Trondheim: , 2017
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education; Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-64279 (URN)
Conference
Les! Skriv! Nordisk forskerkonferanse om skriving, lesing och literacy : NTNU Trondheim – 09.-11. mai 2017
Note

Publicerat paper ej belagd 20171107

Available from: 2017-05-23 Created: 2017-05-23 Last updated: 2018-02-28Bibliographically approved
Fälth, L., Gustafson, S. & Svensson, I. (2017). Phonological awareness training with articulation promotes early reading development. Education, 137(3), 261-276
Open this publication in new window or tab >>Phonological awareness training with articulation promotes early reading development
2017 (English)In: Education, ISSN 0013-1172, Vol. 137, no 3, p. 261-276Article in journal (Refereed) Published
Abstract [en]

In a longitudinal intervention study, the effects of phonological trainingwith articulation for children in a preschool class were analyzed.In total, 69 students participated, divided into an experimental groupof 39 and a comparison group of 30 students.The intervention consisted of phonological training with articulationand lasted throughout the preschool class year; in total, 2700 minuteswere spent on this training for the experimental group. All participantswere tested individually on pre-reading skills on four test occasions:before the intervention started, mid-term, immediately after the end ofthe intervention and, finally, a follow-up 6 months after the interventionwas completed.Based on their pre-reading skills, the participants were divided intotwo different subgroups, those at risk of developing reading difficultiesand those not at risk. The results showed greater progress at the follow-up test of both the at-risk and not-at-risk subgroups of the experimentgroup in word decoding and phonological ability than the comparisongroup. The positive results applied both to speech-sounds andwords included in the training program as well as new speech soundsand words not included in the program, thus providing evidence fortransfer effects.

Place, publisher, year, edition, pages
Project Innovation, Inc., 2017
Keywords
Phonological training, preschool class, articulation, reading development, intervention
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-61397 (URN)
Available from: 2017-03-15 Created: 2017-03-15 Last updated: 2017-12-28Bibliographically approved
Svensson, I., Lindeblad, E., Nordström, T. & Fälth, L. (2017). Short and long-term effects of using assistive technology for students with reading and writing disabilities in compulory secondary school. In: Language, Literacy and Learning Conference, Perth, Australia, March 30 - April 1, 2017, Perth, Australia: . Paper presented at Language, Literacy and Learning Conference, Perth, Australia, March 30 - April 1, 2017,.
Open this publication in new window or tab >>Short and long-term effects of using assistive technology for students with reading and writing disabilities in compulory secondary school
2017 (English)In: Language, Literacy and Learning Conference, Perth, Australia, March 30 - April 1, 2017, Perth, Australia, 2017Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

This presentation will discuss a study which investigated whether systematic and intensive use of assistive technology (AT) can improve reading skills and enhance the ability to assimilate and communicate text for students with reading disabilities. Participants of this RCT designed study took part in an intervention which involved daily use of reading and writing apps for tablets over six weeks. We will present data from immediately after the intervention and from the one-year follow-up of reading skills and self-esteem, using assistive technology and a teacher perspective.

Keywords
reading disabilities, assistive technology, assimilate text, communicate text, self-concepts, teacher ratings
National Category
Learning Pedagogy Applied Psychology
Identifiers
urn:nbn:se:lnu:diva-62614 (URN)
Conference
Language, Literacy and Learning Conference, Perth, Australia, March 30 - April 1, 2017,
Available from: 2017-04-26 Created: 2017-04-26 Last updated: 2017-12-28Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-7261-590X

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