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Decoding intervention for L2 students in Sweden: A single-subject design study
Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.ORCID iD: 0000-0002-1506-8409
Stockholm University, Sweden.ORCID iD: 0000-0003-1502-055x
Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.ORCID iD: 0000-0001-7261-590X
Linnaeus University, Faculty of Health and Life Sciences, Department of Psychology.ORCID iD: 0000-0003-2608-6204
2023 (English)In: Reading in a Foreign Language, ISSN 0264-2425, E-ISSN 1539-0578, Vol. 35, no 2, p. 247-269Article in journal (Refereed) Published
Sustainable development
SDG 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
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.

Place, publisher, year, edition, pages
University of Hawaii , 2023. Vol. 35, no 2, p. 247-269
Keywords [en]
decoding, bilingual education, instructional intervention, Swedish
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
URN: urn:nbn:se:lnu:diva-125013ISI: 001088785300005Scopus ID: 2-s2.0-85174910714OAI: oai:DiVA.org:lnu-125013DiVA, id: diva2:1801741
Note

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.

Available from: 2023-10-02 Created: 2023-10-02 Last updated: 2023-11-15Bibliographically approved
In thesis
1. Att främja läsutveckling i svenska som andraspråk: undervisning och tidiga insatser
Open this publication in new window or tab >>Att främja läsutveckling i svenska som andraspråk: undervisning och tidiga insatser
2023 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

According to The Simple View of Reading, both decoding and linguistic comprehension processes are needed for reading comprehension for L1 as well as L2 students. Previous research has shown that early support is important for students who struggle with reading. The thesis aims to investigate the role of decoding and comprehension for students learning to read in Swedish as L2 and how teaching and early special support can promote reading development. The first study in the thesis has a cross-sectional design and examines scores on decoding, vocabulary, and reading comprehension. The results showed that L2 students in grades 1-3 in Sweden had significantly weaker scores on all three tests than L1 students and that both decoding and vocabulary are related to reading comprehension. The results also showed that a significantly higher proprtion of L2 students were in need of extra support in reading. The second study is a systematic scoping review that identifies findings from reading intervention studies of L2 students. The results showed that additional small group or within-class programs can support L2 students when teaching is matched to their individual needs. The study also supported the view that instruction in skills in one language can transfer to skills in another. The third study has a between-groups design and investigates the impact of a Response to Intervention (RTI) model with a focus on decoding. The results showed that the RTI model had the potential to promote both L1 and L2 student's reading ability but to a lesser extent among L2 students. The forth study has a single subject design and examines the impact of a systematic word decoding intervention in Swedish for students learning Swedish as L2. All students improved their word decoding ability. In conclusion, it can be seen that differentiated balanced reading instruction and early support in an inclusive setting can promote reading ability in students learning Swedish as a second language. A second language perspective in early reading education is discussed.

Place, publisher, year, edition, pages
Växjö: Linnaeus University Press, 2023. p. 119
Series
Linnaeus University Dissertations ; 505
Keywords
reading, second language, inclusive special education, differentiation, balanced reading instruction, transfer
National Category
Specific Languages Didactics
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-124958 (URN)10.15626/LUD.505.2023 (DOI)9789180820776 (ISBN)9789180820783 (ISBN)
Public defence
2023-10-20, Weber, Universitetsplatsen 1, 13:00 (Swedish)
Opponent
Supervisors
Funder
Swedish Research Council, 2017-06039
Available from: 2023-09-29 Created: 2023-09-29 Last updated: 2024-03-13Bibliographically approved

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Egerhag, HelénSelenius, HeidiFälth, LindaSvensson, Idor

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