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  • 1.
    Fälth, Linda
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Gustafson, S.
    Linköping University.
    Svensson, Idor
    Linnaeus University, Faculty of Health and Life Sciences, Department of Psychology.
    Phonological awareness training with articulation promotes early reading development2017In: Education, ISSN 0013-1172, Vol. 137, no 3, p. 261-276Article in journal (Refereed)
    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.

  • 2.
    Gustafson, Stefan
    et al.
    Linköping University, Sweden.
    Nordström, Thomas
    Linnaeus University, Faculty of Health and Life Sciences, Department of Psychology.
    Andersson, Ulrika B.
    Linköping University, Sweden.
    Fälth, Linda
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Ingvar, Martin
    Karolinska Institutet, Sweden.
    Effects of a formative assessment system on early reading development2019In: Education, ISSN 0013-1172, Vol. 140, no 1, p. 17-27Article in journal (Refereed)
    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.

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