lnu.sePublications
Change search
Link to record
Permanent link

Direct link
BETA
Nordström, Thomas, Filosofie doktor i psykologiORCID iD iconorcid.org/0000-0002-3829-4169
Publications (10 of 15) Show all publications
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
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
Show others...
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
Svensson, I., Nordström, T., Lindeblad, E., Gustafson, S., Björn, M., Sand, C., . . . Nilsson, S. (2019). Effects of assistive technology for students with reading and writing disabilities. Disability and Rehabilitation: Assistive Technology, 1-13
Open this publication in new window or tab >>Effects of assistive technology for students with reading and writing disabilities
Show others...
2019 (English)In: Disability and Rehabilitation: Assistive Technology, ISSN 1748-3107, E-ISSN 1748-3115, p. 1-13Article in journal (Refereed) Epub ahead of print
Abstract [en]

Background: Assistive technology has been used to mitigate reading disabilities for almost three decades, and tablets with text-to-speech and speech-to-text apps have been introduced in recent years to scaffold reading and writing. Few scientifically rigorous studies, however, have investigated the benefits of this technology.

Purpose: The aim was to explore the effects of assistive technology for students with severe reading disabilities.

Method: This study included 149 participants. The intervention group received 24 sessions of assistive technology training, and the control group received treatment as usual.

Results: Both the intervention and control groups improved as much in 1 year as the normed population did. However, gains did not differ between the groups directly after the intervention or at 1 year of follow-up.

Conclusions: The use of assistive technology seems to have transfer effects on reading ability and to be supportive, especially for students with the most severe difficulties. In addition, it increases motivation for overall schoolwork. Our experience also highlights the obstacles involved in measuring the ability to assimilate and communicate text.

Keywords
Reading and writing disability, assistive technology, apps, interventions
National Category
Applied Psychology Educational Sciences
Research subject
Social Sciences, Psychology; Education, Special Education; Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-89166 (URN)10.1080/17483107.2019.1646821 (DOI)
Available from: 2019-09-17 Created: 2019-09-17 Last updated: 2019-09-25
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)2-s2.0-85068411164 (Scopus ID)
Available from: 2019-07-09 Created: 2019-07-09 Last updated: 2019-10-18Bibliographically approved
Nordström, T., Nilsson, S., Gustafson, S. & Svensson, I. (2018). Assistive technology applications for students with reading difficulties: special education teacher’s experiences and perceptions. Disability and Rehabilitation: Assistive Technology
Open this publication in new window or tab >>Assistive technology applications for students with reading difficulties: special education teacher’s experiences and perceptions
2018 (English)In: Disability and Rehabilitation: Assistive Technology, ISSN 1748-3107, E-ISSN 1748-3115Article in journal (Refereed) Epub ahead of print
Abstract [en]

Purpose: Reading and writing applications (with text-to-speech, TTS and speech-to-text, STT functions), used as assistive technology (AT) for students with reading difficulties are increasingly used in education, however, research has not sufficiently enough evaluated its potential. The purpose of this study was to explore how assistive reading and writing applications were perceived to function with regard to students’ possibilities to assimilate (i.e., “read”) and communicate (i.e., “write”) text.

Methods: Following a six-week app intervention, this follow-up survey contained 54 special education teachers’ perceptions of how the use of apps impacted student motivation, learning, and its usability in special education. A total of 59 students with reading difficulties from Grade 4, Grade 8 and from high school, were assessed. Analyses included quantitative and qualitative analyses of teachers’ responses and written material.

Results: The results showed individual differences in how teachers perceived app usage for text-interaction purposes, including how app usage affected student motivation and autonomy for text-based learning. Eighty-two per cent of the younger and forty-seven per cent of older students continued to use the technology after the intervention, but in various degrees.

Conclusions: Based on these findings, students with reading difficulties seem to be able to use AT in order to assimilate text (i.e., to read) and to communicate text (i.e., to write), and, thus, AT has the potential to promote participation in regular education. Future research should focus on how to customize assistive technology support in order to better utilize the potential.

Place, publisher, year, edition, pages
Taylor & Francis, 2018
Keywords
Reading difficulties, assistive technology, intervention, special education
National Category
Applied Psychology
Research subject
Social Sciences, Psychology; Education, Special Education
Identifiers
urn:nbn:se:lnu:diva-77935 (URN)10.1080/17483107.2018.1499142 (DOI)
Available from: 2018-09-22 Created: 2018-09-22 Last updated: 2018-12-03Bibliographically approved
Nordström, T. (2018). Measures that matter: Facilitating literacy through targeted instruction and assistive technology. (Doctoral dissertation). Växjö: Linnaeus University Press
Open this publication in new window or tab >>Measures that matter: Facilitating literacy through targeted instruction and assistive technology
2018 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

The acquisition of reading skills is one of the most important academic outcomes, as reading enables the individual to acquire knowledge and to actively take part in society. Despite research and educational progress, not all students develop their reading skills to a level that meet academic or societal demands. Study I in the dissertation aimed to demonstrate the relative importance of students developing adequate reading skills in order to succeed academically, and,thus to motivate interventions in order to counteract the negative impact of reduced reading performance. The overall aim of this dissertation was to explore two subsequent approaches for improving students’ possibilities to achieve a functioning literacy. The first approach focused on teachers’ use of reading assessment data and teaching recommendations in order to target instruction in classroom education involving all students (study II). The second approach focusedon the use of assistive reading and writing technology (primarily with text-to-speech, TTS, and speech-to-text, STT functions) for students with severe difficulties with reading (study III and IV). Study I was conducted as a follow-up study of an earlier project, in which grade 2 screening data of word decoding (N=1784) were run through a series of multiple regression analyses, in order to predict grade 9 grade marks and subject choices. Study II was conducted as a teacher intervention project within a larger reading educational project, in which participating grade 1-3 teachers (N=8) used the program features to strengthen reading instruction in classroom teaching. The teachers were interviewed in focus group meetings and their statements were analyzed using qualitative method. Study III and IV consisted of a six week assistive technology intervention (M=21 sessions) aimed to students with severe difficulties in reading from grade 4, grade 8 and from high school (N=146 participants before pretests). The intervention had a randomized control trial design with additional experimental elements, including pretests, posttests and one year follow up measurements, in addition to students, parents and teachers perceptions. The intervention was evaluated using both quantitative and qualitative methods. Study I demonstrated that students’ early reading skills predicted long-termacademic performance, meaning that low reading performers received lower grades and academic opportunities than students with higher assessed readingl evels. Study II showed that teachers could use assessment data and recommendationsin order for increasing their awareness of student learning, which influenced how they organized teaching. The impact of using the program for targeting needs in individual students, were, however, rather limited, and required further implementation of the program. Study III and IV showed that assistive technology can be used for assimilating(i.e., to read) and communicating (i.e., to write) text for students with severe difficulties in reading, which affected students’ motivation to engage with text, and their schoolwork in general. However, the extent students’ managed to use the technology varied and pointed to the need of teacher support to be able use the technology efficiently, as well as for further use in classroom education. Approximately 70 % of the students continued to use the technology after theintervention. Additional findings demonstrated the relative advantage of assistive technology in terms of increased reading speed and that students who used assistive technology did not fall behind equally impaired control students onreading measures, as assessed immediately after the intervention and after one year. In summary, this dissertation demonstrated how adjusted teaching, based on assessment data and recommendations, can be used to target individual needs in students, and how the use of assistive technology can be beneficial for students with severe difficulties in reading.

Abstract [sv]

Att lära sig att läsa är ett av de viktigaste målen i utbildningssystemet eftersom läsning möjliggör förvärvandet av kunskaper hos individer och att aktivt delta i samhällslivet. Trots forskning och framsteg i utbildningssystemet utvecklar inte alla elever läsfärdigheter i nivå med utbildningsmässiga och samhälleliga krav. Studie I syftade till att visa på den relativa betydelsen av att elever utvecklar adekvat läsförmåga för att lyckas akademiskt och att därigenom motivera interventioner i syfte att motverka den negativa inverkan av en nedsatt läsförmåga. Det övergripande syftet med avhandlingen var att utforska två metoder för att förbättra elevers möjligheter att utveckla en funktionell läs- och skrivkunnighet. Den första metoden fokuserade på lärares användning av bedömningar av läsfärdigheter och undervisningsrekommendationer för riktade undervisningsinsatser omfattande alla elever i klassrumsundervisningen (studie II). Den andra metoden fokuserade på användandet av assisterande läs- och skrivteknik (primärt med text-till-tal och tal-till-text funktioner) för elever i grava läs- ochskrivsvårigheter (studie III och IV). Studie I genomfördes som en uppföljningsstudie av ett tidigare projekt, i vilket screeningdata av ordavkodningsförmåga i andra klass (N=1784) analyserades i multipla regressionsanalyser för att predicera avgångsbetyg och ämnesval i årkurs 9. Studie II genomfördes som en lärarintervention inom ett större läsutbildningsprojekt, i vilket deltagande årskurs 1-3 lärare (N=8) använde programmet i syfte att stärka den ordinarie läsundervisningen. Lärarna intervjuades i fokusgruppsträffar och deras utsagor analyserades med kvalitativ metod. Studie III och IV utgjordes av en sex veckors assisterande teknikintervention (M=21 träningstillfällen) för elever med grava lässvårigheter i årskurs 4, 8 och i gymnasiet (N=146 deltagare före första mätningen). Interventionen hade en randomiserad kontrollgruppsdesign med ytterligare experimentella inslag, inklusive för-test, efter-test och ettårsuppföljning förutom datainsamling om elevers, föräldrars och lärares erfarenheter. Interventionen utvärderades både med kvantitativa och kvalitativa metoder. Studie I visade att elevers tidiga läsfärdigheter predicerade senare skolresultat,vilket innebar att elever med låga läsfärdigheter erhöll lägre betyg och utbildningsmässiga möjligheter än elever med högre läsfärdigheter. Således, fyndet motiverade att undersöka interventioner i syfte att motverka de negativa konsekvenserna av nedsatt läsförmåga. Studie II visade att lärare kunde använda bedömningsdata och rekommendationer, vilket resulterade i ökad medvetenhet hos lärarna om elevernas lärande och hur undervisningen organiserades. Inverkan av programanvändningen gällande riktade undervisningsinsatser, var, emellertid, ganska begränsat och krävde ytterligare implementering av programmet. Studie III och IV visade att assisterande teknik kan användas för att ta tillsig text (dvs., att läsa) och att kommunicera text (dvs., att skriva) för elever i grava lässvårigheter, vilket påverkade elevernas motivation att interagera med text och skolarbete generellt sett. Men, utsträckningen av elevernas användning av tekniken varierade och pekade mot betydelsen av lärarstöd för att använda tekniken effektivt, och för fortsatt användning i klassrumsundervisning. Uppskattningsvis fortsatte 70% av eleverna att använda tekniken efter interventionen.Ytterligare fynd påvisade den relativa fördelen av assisterande teknik gällande ökad läshastighet och att elever som använde tekniken inte verkade tappa läsfärdighetsnivåer i jämförelse med kontrolleleverna, undersökt omedelbart efter interventionen och efter ett år. Summerat, avhandlingen visade hur anpassad undervisning, baserat på bedömningsdata och rekommendationer, kan användas för riktade insatser gentemot elevers individuella behov och hur användandet av assisterande teknik kan vara välgörande för elever med grava lässvårigheter.

Place, publisher, year, edition, pages
Växjö: Linnaeus University Press, 2018. p. 78
Series
Linnaeus University Dissertations ; 332
Keywords
Targeted instruction, intervention, assistive technology, reading difficulties, Riktad undervisningsinsats, intervention, assisterande teknik, lässvårigheter
National Category
Psychology
Research subject
Social Sciences, Psychology; Education, Special Education; Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-79048 (URN)978-91-88898-02-9 (ISBN)978-91-88898-03-6 (ISBN)
Public defence
2018-11-30, Wicksell, Hus K, Universitetsplatsen 1, Växjö, 13:15 (English)
Opponent
Supervisors
Available from: 2018-12-04 Created: 2018-12-03 Last updated: 2019-01-15Bibliographically 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
Nordström, T. & Svensson, I. (2017). Response to intervention (RTI) och assisterande teknik. Dyslexi – aktuellt om läs- och skrivsvårigheter, 21-27
Open this publication in new window or tab >>Response to intervention (RTI) och assisterande teknik
2017 (Swedish)In: Dyslexi – aktuellt om läs- och skrivsvårigheter, ISSN 1401-2480, , p. 21-27p. 21-27Article in journal (Other academic) Published
Place, publisher, year, edition, pages
Stockholm: Svenska Dyslexiföreningen, 2017. p. 21-27
Keywords
Response to intervention. Assisterande teknik. Läs- och skrivsvårigheter
National Category
Applied Psychology Pedagogy
Research subject
Pedagogics and Educational Sciences; Social Sciences, Psychology
Identifiers
urn:nbn:se:lnu:diva-64498 (URN)
Note

Artikeln syftar till att ge vägledning för hur skolans personal ska kunna göra överväganden kring insatser baserat på vad som kallas assisterande teknik

Available from: 2017-05-30 Created: 2017-05-30 Last updated: 2017-07-25Bibliographically 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
Nordström, T., Jacobson, C. & Söderberg Juhlander, P. (2016). Early word decoding ability as a longitudinal predictor of academic performance. European Journal of Psychology of Education, 31(2), 175-191
Open this publication in new window or tab >>Early word decoding ability as a longitudinal predictor of academic performance
2016 (English)In: European Journal of Psychology of Education, ISSN 0256-2928, E-ISSN 1878-5174, Vol. 31, no 2, p. 175-191Article in journal (Refereed) Published
Abstract [en]

This study, using a longitudinal design with a cohort of young readers, investigates if children's early word decoding ability in Second Grade can predict later academic performance. In an effort to estimate the unique effect of early word decoding (GradeTwo) with academic performance (Grade Nine) gender and non-verbal cognitive ability were accounted for in hierarchical regression models. Results show that even after controlling for these factors word decoding successfully predicted marks in subjects as well as attendance in advanced courses and language classes. The authors conclude that children's early ability to decode words could be an important factor for predicting performance in school and, thus, stress the importance for schools to investigate children's early word decoding ability.

Keywords
word decoding, academic performance, early assessment, longitudinal study
National Category
Psychology Pedagogy
Research subject
Social Sciences, Psychology; Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-39556 (URN)10.1007/s10212-015-0258-5 (DOI)000372279000005 ()2-s2.0-84961137733 (Scopus ID)
Available from: 2015-01-29 Created: 2015-01-29 Last updated: 2018-12-03Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-3829-4169

Search in DiVA

Show all publications