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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
Sand, C., Nordström, T., Fälth, L. & Svensson, I. (2019). Assimilating and communication text via assistive technology: an alternative to reading and writing for ID school pupils aged 16-21. In: : . Paper presented at European Dyslexia Association Autumn Seminars 2019, Växjö, Sweden, September 27-29, 2019.
Open this publication in new window or tab >>Assimilating and communication text via assistive technology: an alternative to reading and writing for ID school pupils aged 16-21
2019 (English)Conference paper, Poster (with or without abstract) (Refereed)
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-90942 (URN)
Conference
European Dyslexia Association Autumn Seminars 2019, Växjö, Sweden, September 27-29, 2019
Available from: 2020-01-15 Created: 2020-01-15 Last updated: 2020-02-14Bibliographically approved
Gustafson, S., Nordström, T., Andersson, U. B., Fälth, L. & Ingvar, M. (2019). Effects of a formative assessment system on early reading development. Education, 140(1), 17-27
Open this publication in new window or tab >>Effects of a formative assessment system on early reading development
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2019 (English)In: Education, ISSN 0013-1172, Vol. 140, no 1, p. 17-27Article in journal (Refereed) Published
Abstract [en]

We present quantitative results from the pilot-year of a large scale Swedish educational project in reading development called LegiLexi, inspired by research within the Response to intervention and Formative assessment traditions. The vision of the project is that every pupil should reach adequate reading skills at the end of grade 3 in primary school. LegiLexi contains a formative assessment tool and a teacher course, which are linked together. We describe LegiLexi and analyze quantitative effects of the pilot year regarding reading development for pupils in grade 1. The design included three conditions; full access to LegiLexi, access only to the formative assessment tool, and control. Results showed that the group with full access to LegiLexi improved their word decoding and reading comprehension the most. For language comprehension, the Formative assessment only group showed the highest improvements. Thus, the features of LegiLexi seem to help enhance critical reading skills. Some changes will be made in the project to strengthen methodological aspects and further facilitate pupils’ reading development.

Place, publisher, year, edition, pages
Project Innovation, 2019
Keywords
formative assessment, intervention, primary school, reading instruction
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences, Education; Social Sciences, Psychology
Identifiers
urn:nbn:se:lnu:diva-79629 (URN)
Available from: 2019-01-18 Created: 2019-01-18 Last updated: 2019-11-11Bibliographically approved
Lundbäck, B. & Fälth, L. (2019). Leisure-time activities including children with special needs: a research overview. International Journal for Research on Extended Education, 7(1), 20-35
Open this publication in new window or tab >>Leisure-time activities including children with special needs: a research overview
2019 (English)In: International Journal for Research on Extended Education, ISSN 2196-3673, E-ISSN 2196-7423, Vol. 7, no 1, p. 20-35Article in journal (Refereed) Published
Abstract [en]

In Sweden and the other Scandinavian countries children are offered a curricular based combination of care and teaching before and after compulsory school hours. These leisure time centers, so-called fritidshem, are offered to children aged between 6 and 12 whose parents’ study or work, as well as to children that require special development support. The aim of this systematic literature review was to investigate how similar activities are described in international research. The focus was on children aged 6-12 who have been assessed to need special support. The initial step in this literature survey was the reading of 108 abstracts from academic articles. The second step included 21 articles that were read in their entirety. Fourteen of them met the sampling criteria and were included in the result section. The Nordic model combines care and curricular activities before and after compulsory school hours. In other countries activities taking place after school hours are separated into activities meeting children’s need of care and activities supplementing school. Another result that became clear in this research is the need of further studies to map pre- and after-school activities where children are simultaneously offered development support and care, with special focus on children in need of extra support.

Place, publisher, year, edition, pages
Verlag Barbara Budrich, 2019
Keywords
after school activities, leisure time activities, leisure time center, special needs
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-89986 (URN)10.3224/ijree.v7i1.03 (DOI)
Available from: 2019-11-09 Created: 2019-11-09 Last updated: 2019-12-19Bibliographically 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.

Place, publisher, year, edition, pages
Elsevier, 2019
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)000499736300002 ()2-s2.0-85068411164 (Scopus ID)
Available from: 2019-07-09 Created: 2019-07-09 Last updated: 2019-12-13Bibliographically approved
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
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-7261-590X

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