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  • 1.
    Fälth, Linda
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Hur kan kombinerad träning främja god läsutveckling?2016In: Läs- och skrivdagen 2016, Lärarfortbildning, Stockholm, 17 mars, 2016, 2016Conference paper (Other academic)
    Abstract [sv]

    Att hitta och välja ut åtgärder som fungerar för elever som har svårt med sin läsning är en komplicerad uppgift. Vilka effekter har olika åtgärder på elevers läsförmåga på kort och lång sikt? Genom tydliga forskningsresultat visas att fonologisk träning i kombination med läsförståelseträning är mer effektiv än ordinarie specialundervisning, men också mer effektiv än om man väljer att arbeta med bara ett av träningsprogrammen.

  • 2.
    Fälth, Linda
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    International Dyslexia Association 2009.2010In: Dyslexi, ISSN 1401-2480, no 1Article in journal (Other (popular science, discussion, etc.))
  • 3.
    Fälth, Linda
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Interventionsstudie i syfte att främja läsförmågan hos barn som kämpar med sin läsning2013In: Dyslexi, ISSN 1401-2480, Vol. 18, no 3, p. 24-25Article in journal (Other academic)
    Abstract [sv]

    De flesta elever lär sig läsa och utvecklas som läsare utan några större svårigheter men tyvärr är det inte så för alla elever. I denna artikel beskrivs olika insatser för elever som kämpar med sin läsning.

  • 4.
    Fälth, Linda
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Interventionsstudie med syfte att främja läsutvecklingen2011Conference paper (Other academic)
  • 5.
    Fälth, Linda
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Läs- och skrivforskning vid Linnéuniversitetet2010In: Dyslexi, ISSN 1401-2480, no 4, p. 20-23Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    En sammanfattning av forskningen inom läs- och skrivfältet vid Linnéuniversitetet.

  • 6.
    Fälth, Linda
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Läs- och skrivinterventioner för vuxna med läs- och skrivsvårigheter2017In: Skriv! Les! Nordisk forskerkonferanse om skriving, lesing och literacy: NTNU Trondheim – 09.-11. mai 2017, Trondheim, 2017Conference 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.

  • 7.
    Fälth, Linda
    Växjö University, Faculty of Humanities and Social Sciences, School of Education.
    Reading and writing disabilities among university students.2009Conference paper (Refereed)
  • 8.
    Fälth, Linda
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Reading interventions among struggling readers2013Conference paper (Refereed)
  • 9.
    Fälth, Linda
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    The use of interventions for promoting reading development among struggling readers2013Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    A challenge for both researchers and practising teachers is to develop, disseminate and implement methods to help all students acquire good reading skills. One way to do this is to conduct intervention studies. Within the framework of this dissertation two such studies are carried out with the purpose of promoting the reading development of children whose reading ability has not yet reached the adequate age level.

    The empirical material consists of two studies containing different interventions. These studies form the basis of the four articles included in the dissertation. The overall aim was to analyse the effects of the interventions with regard to both quantitative aspects of pupils’ reading abilities as well as the qualitative aspects of interpreting intervention as a method for promoting reading development. The interventions contain training programmes aiming at promoting pupils’ reading development. The participants of the first study attended grades 1-4, while in the other study only pupils from grade 2 participated. The first study comprises two different training programmes, one of which was computer-based.

    In the other study both training programmes were computer-based. One programme focused on phonology, whereas the other was more oriented towards reading comprehension. Results showed that pupils who received a combination of phonological and comprehension training made greater progress on tests measuring word decoding, phonological ability and reading comprehension than the comparison groups. These results are valid in the short term, i.e. immediately after the end of the intervention, but also in the long term, one year after the intervention was concluded. The results also demonstrate that computer-based intervention in reading training with a strict framework, combined with individually adapted contents may be both effective and motivating and also have a substantial effect on the success of the interventions. The results from one of the studies also showed that it is possible to achieve positive results on pupils’ reading skills with interventions that do not contain any homework. The main contribution of this thesis is important for further research and measures for children with reading disabilities.

  • 10.
    Fälth, Linda
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Eva, Nilsson
    Effects of a Fluency-Based Intervention on Students’ Accuracy, Fluency, Motivation and Self-Confidence in English as an Additional Language2017In: JSM Communication Disorders, E-ISSN 2475-9139, Vol. 01, no 1, article id 1004Article in journal (Refereed)
    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.

  • 11.
    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.

  • 12.
    Fälth, Linda
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Gustafson, Stefan
    Linköping University.
    Kugelberg, Ellen
    LegiLexi.
    Nordström, Thomas
    Linnaeus University, Faculty of Health and Life Sciences, Department of Psychology.
    LegiLexis formativa bedömningsverktyg - Testmanual2017Other (Other academic)
  • 13.
    Fälth, Linda
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Gustafson, Stefan
    Linköpings universitet.
    Svensson, Idor
    Linnaeus University, Faculty of Health and Life Sciences, Department of Psychology. Linnéuniversitetet.
    Tjus, Tomas
    Göteborgs universitet.
    Lärares erfarenheter av deltagande i en datorbaserad interventionsstudie som syftar till att öka elevernas läsförmåga.2014In: Acta Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge, ISSN 1504-9922, E-ISSN 1504-9922, Vol. 8, no 1, p. Article ID: 8-Article in journal (Refereed)
    Abstract [sv]

    Flertalet studier har utforskat olika metoder med avsikt att utveckla skriftspråklig förmåga hos elever med läs- och skrivsvårigheter. Trots det är det få, om ens några, studier som har undersökt hur medverkande lärare upplevt sitt deltagande och vilka erfarenheter de gjort av att vara med i dessa studier. I en tidigare studie (Fälth, Gustafson, Tjus, Heimann, & Svensson, 2013; Gustafson, Fälth, Svensson, Tjus & Heimann, 2011) visade resultaten att de elever som under en interventionsperiod fick en kombination av datorbaserad fonologisk respektive ortografisk träning gjorde större framsteg på tester som mäter ordavkodning, fonologisk förmåga och läsförståelse än jämförelsegrupperna. Syftet med föreliggande studie är att utifrån ett lärarperspektiv utforska upplevelser och erfarenheter av att delta i ovan nämnda interventionsstudie och att belysa de kvantitativa resultat som finns rapporterade från studien. Arton lärare har intervjuats i denna studie. Resultaten visar att den fasta yttre struktur som interventionen erbjöd samt den flexibilitet som fanns inom respektive intervention upplevdes som positivt och som en bidragande faktor för de här elevernas läsframgångar. Resultaten visade också att kombinationsträningen gynnade både elevernas och lärarnas motivation till interventionen. Slutsatsen är att en datorbaserad lästräningsintervention med fasta ramar men med visst individanpassat innehåll kan vara såväl effektiv som motiverande och positivt påverka interventionerna.

  • 14.
    Fälth, Linda
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Gustafson, Stefan
    Linköping University.
    Tjus, Tomas
    University of Gothenburg.
    Heimann, Mikael
    Linköping University.
    Svensson, Idor
    Linnaeus University, Faculty of Health and Life Sciences, Department of Psychology.
    Computer-assisted Interventions Targeting Reading Skills of Children with Reading Disabilities - A Longitudinal Study2013In: Dyslexia, ISSN 1076-9242, E-ISSN 1099-0909, Vol. 19, no 1, p. 37-53Article in journal (Refereed)
    Abstract [en]

    The purpose of the present study was to examine the effects of three computerized interventions on the reading skills of children with reading disabilities in Grade 2. This longitudinal intervention study included five test sessions over 1?year. Two test points occur before the intervention, and three afterwards. The last follow-up was conducted 1?year after the first measurement. One hundred thirty children in Grade 2 participated in the study. Three groups of children with reading difficulties received computerized training programmes: one aimed at improving word decoding skills and phonological abilities, the second focused on word and sentence levels and the third was a combination of these two training programmes. A fourth group received ordinary special instruction. In addition, there was one comparison group with age-matched typical readers. All groups improved their reading skills. The group that received combined training showed greater improvement than the one with ordinary special instruction and the group of typical readers at two follow-ups. The longitudinal results indicate additional positive results for the group that received the combined training, the majority of students from that group being no longer judged to be needing special education 1?year after the intervention. Copyright (c) 2013 John Wiley & Sons, Ltd.

  • 15.
    Fälth, Linda
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Jaensson, Linda
    Mörbylånga Municipality.
    Johansson, Karin
    Hultsfred Municipality.
    Working Memory Training - A Cogmed Intervention2015In: International Journal of Learning, Teaching and Educational Research, ISSN 1694-2493, E-ISSN 1694-2116, Vol. 14, no 02, p. 28-35Article in journal (Refereed)
    Abstract [en]

    This study of working memory training investigates the impact of intervention with memory training on students' school performance. The training consisted of 25 occasions spread over five weeks. A total of 32 students from the first grade of primary school participated in the study, with 16 students in the intervention and 16 in the control group. Before and after the intervention, all the participants were tested on word decoding skills, reading comprehension, and automated mental arithmetic. The results showed that both groups had improved on all tests after the intervention, but that the intervention group performed significantly better on the word decoding test than the control group. However, this study demonstrated no differences due to memory training with regard to mental arithmetic between the intervention group and the control group. A possible interpretation of the result is that structured memory training is beneficial for students’ reading development.

  • 16.
    Fälth, Linda
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Nilvius, Camilla
    Värnamo Municipality.
    Anvegård, Eva
    Värnamo Municipality.
    Intensive Reading with Reading Lists: An Intervention Study2015In: Creative Education, ISSN 2151-4755, E-ISSN 2151-4771, Vol. 6, p. 2403-2409Article in journal (Refereed)
    Abstract [en]

    The study aimed to examine how the decoding, for students with decoding difficulties were affectedby an intervention with reading lists. A total of 60 students participated in the study,distributed randomly into intervention groups and control groups, one cohort of primary schoolchildren and one with junior high school students. Each group included 15 students. The studywas conducted as an intervention with with pre- and post-test where the students’ decodingability were tested. The intervention included 20 occasions of 10 minutes training with readinglists by “Wendick model of intensive reading”. The study also aimed to investigate how the decodingperformance of the students in the intervention appeared depending on the age of the students.Therefore, the study was conducted with students from both primary school and high school. Theintervention group in primary school showed increased decoding ability compared to the controlgroup at all tests. The results also showed that the intervention with reading lists had had a goodinfluence on young children's development of decoding. In junior high school, the interventiongroup increased more, or equal, compared to the control group, and the largest increase for theintervention group was on the pseudoword reading test.

  • 17.
    Fälth, Linda
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Nord, Anna
    Kalmar municipality.
    Reading strategies in high school: high school students’ experiences of an inclusive education approach2018In: International Journal of Social Sciences and Education, ISSN 2227-393X, E-ISSN 2223-4934, Vol. 8, no 2, p. 29-37Article in journal (Refereed)
    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.

  • 18.
    Fälth, Linda
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Nordström, Thomas
    Linnaeus University, Faculty of Health and Life Sciences, Department of Psychology.
    Andersson, Ulrika
    Linköping University, Sweden.
    Gustafson, Stefan
    Linköping University, Sweden.
    Assessment Support as Part of Teacher Duties in the Subject of Swedish at the Elementary Level2019In: 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)
    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.

  • 19.
    Fälth, Linda
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Svensson, Idor
    Linnaeus University, Faculty of Health and Life Sciences, Department of Psychology.
    An app as ‘reading glasses’ – a study of the interaction between individual and assistive technology for students with a dyslexicprofile2015In: International Journal of Teachnig and Education, ISSN 2336-2022, Vol. 3, no 1, p. 1-12Article in journal (Refereed)
    Abstract [en]

    For a couple of years a great many programs for tablets and smartphones have been available forassisting students with difficulties in reading and writing. The aim of this study was to investigatewhether a multifunction application (Prizmo) for iPhone/iPad had the potential to provide assistancefor students with a dyslexic profile.Twelve students and their teachers participated in this intervention study, 7 students from primaryschool grade 5 and 5 students from the first grade of secondary school. All participants used thePrizmo application during the regular school day for 4-6 weeks. The pupils were measured bydecoding tests before and after the interventions. The results show that the word decoding abilityincreased for several of the students and also that they found the app useful even after the end ofthe study. The teachers who carried out the interventions involving the app emphasize its ease ofaccess and the positive effects for the students. Multifunctional programs like Prizmo, textscanning and a text-to-speech synthesizer may enhance students’ reading ability and motivationfor future studies.

  • 20.
    Fälth, Linda
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Svensson, Idor
    Linnaeus University, Faculty of Health and Life Sciences, Department of Psychology.
    Erfarenheter av skolmisslyckande – forskningsresultat från en psykiatrisk klinik och LVM-hem.2017Conference paper (Other academic)
  • 21.
    Fälth, Linda
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Svensson, Idor
    Linnaeus University, Faculty of Health and Life Sciences, Department of Psychology.
    Carlsson, Sara
    Linköping municipality.
    Gustafson, Stefan
    Linköping University.
    Self-image and Reading Development - the Effect of Self-Image on Reading Development among Pupils in Grade 22014In: Online Journal of Counselling and Education, ISSN 2146-8192, Vol. 3, no 4, p. 17-34Article in journal (Refereed)
    Abstract [en]

    The overall purpose of the present study was to examine the relationship between self-image and different reading abilities among pupils with reading difficulties in grade 2. The purpose was also to examine whether there were any differences between typical readers and pupils with reading difficulties with regard to self-image. The empirical material consists of 130 pupils who were tested at five different test sessions with different reading-related tests. Their self-image was tested twice at an interval of nearly a school yearThe results showed that there were differences between pupils with reading difficulties and typical readers with regard to the self-image level, where pupils with reading disabilities had a significantly lower self-image than typical readers. Among pupils with reading disabilities those with a low self-image showed significantly less improvement in word decoding and reading comprehension than students with a typical self-image.

  • 22.
    Fälth, Linda
    et al.
    Växjö University, Faculty of Humanities and Social Sciences, School of Education.
    Svensson, Idor
    Tjus, Tomas
    Läsförmågans utveckling med olika lästräningsprogram2006In: Dyslexi, ISSN 1401-2480, no 1, p. 24-26Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Lästräning med olika datorbaserade träningsprogram för elelver i årskurs 2- 4.

  • 23.
    Fälth, Linda
    et al.
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Svensson, Idor
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Tjus, Tomas
    Institutionen för psykologi Göteborgs universitet.
    The effects of two training programs regarding reading development among children with reading disabilities2011In: Psychology, ISSN 2152-7180, E-ISSN 2152-7199, Vol. 2, no 3, p. 173-180Article in journal (Refereed)
  • 24.
    Gustafson, Stefan
    et al.
    Linköpings universitet.
    Fälth, Linda
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Svensson, Idor
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Tjus, Tomas
    Institutionen för psykologi Göteborgs universitet.
    Heimann, Mikael
    Linköpings universitet.
    Effects of three interventions on the reading skills of children with reading disabilities in grade 22011In: Journal of Learning Disabilities and Offending Behaviour, ISSN 2042-0927, E-ISSN 2042-8693, Vol. 44, no 2, p. 123-135Article in journal (Refereed)
  • 25.
    Gustafson, Stefan
    et al.
    Linköping University.
    Nordström, Thomas
    Linnaeus University, Faculty of Health and Life Sciences, Department of Psychology.
    Andersson, Ulrika B.
    Linköping University.
    Fälth, Linda
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Ingvar, Martin
    Karolinska Institutet.
    Effects of a formative assessment system on early reading developmentIn: Education, ISSN 0013-1172Article 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.

  • 26.
    Gustafson, Stefan
    et al.
    Linköping University.
    Svensson, Idor
    Linnaeus University, Faculty of Health and Life Sciences, Department of Psychology.
    Fälth, Linda
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Response to Intervention and Dynamic Assessment: Implementing Systematic, Dynamic and Individualised Interventions in Primary School2014In: International journal of disability, development and education, ISSN 1034-912X, E-ISSN 1465-346X, Vol. 61, no 1, p. 27-43Article in journal (Refereed)
    Abstract [en]

    In recent years, response to intervention (RTI) has been the focus of research, debate and educational implementations, especially regarding early reading instruction. RTI provides an educational framework characterised by different tiers or layers of instruction, providing increasingly more intense and individualised interventions for children in primary school. The purpose is to provide high-quality instruction to meet the needs of all learners by means of a systematic and dynamic approach. RTI can also serve as a source of information for disability determination. Dynamic assessment (DA) is a concept closely related to RTI, although DA focuses on individual learners regardless of the educational system and has a much shorter time frame than RTI. The present article provides a description and comparison of RTI and DA and an analysis of the merits and limitations of these concepts, based on the debates between researchers. It also discusses how DA could be used within a broader RTI system. Finally, we discuss the roles of cognitive or neuropsychological assessments in relation to RTI.

  • 27.
    Nilvius, Camilla
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Anvegård, Eva
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Fälth, Linda
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Intensive reading with reading lists: An intervention study2016In: Book of abstracts. EDA 2016, 5th All European Dyslexia Conference, Modena, Italy, September 21-24, 2016, 2016, p. 109-109Conference paper (Refereed)
    Abstract [en]

    The study aimed to examine how the decoding, for students with decoding disabillities, were affected by an intervention with reading lists.

    A total of 60 students participated in the study, distrubuted randomly into interventions groups and control groups, one cohort of primary school children and one with junior high school students. Each group included 15 students. The study was conducted as an intervention with pre- and posttest where the students' decoding ability were tested. Inintervention included 20 occasions og 10 minutes training with pseudo word and single word reading lists. The study also aimed to investigate how the decoding performance of the students in the intervention appeared depending on the age of the students. Therefore, the study was conducted with students from both primary and high school.

    The intervention group in primary school showed increased decoding ability compared to the control group at all tests. The results also showed that the intervention with reading lists had a good influence on young children's development of decoding. In junior high school, the intervention group increased more, or equal, compared to the control group, and the largest increase for the intervention group was on the pseudo word reading lists.

  • 28.
    Nordström, Thomas
    et al.
    Linnaeus University, Faculty of Health and Life Sciences, Department of Psychology.
    Andersson, Ulrika B.
    Fälth, Linda
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Gustafson, Stefan
    Teacher inquiry of using assessments and recommendations in teaching early reading2019In: Studies in Educational Evaluation, ISSN 0191-491X, E-ISSN 1879-2529, Vol. 63, p. 9-16Article in journal (Refereed)
    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.

  • 29.
    Svensson, Idor
    et al.
    Linnaeus University, Faculty of Health and Life Sciences, Department of Psychology.
    Fälth, Linda
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Persson, Bengt A.
    Linnaeus University, Faculty of Health and Life Sciences, Department of Psychology.
    Reading level and the prevalence of a dyslexic profile among patients in a forensic psychiatric clinic2015In: Journal of Forensic Psychiatry & Psychology, ISSN 1478-9949, E-ISSN 1478-9957, Vol. 26, no 4, p. 532-550Article in journal (Refereed)
    Abstract [en]

    This study aims to investigate Swedish language reading ability of forensicpatients and the number of them that present a dyslexia profile. Anotheraim is to compare the reading level in different subtypes of psychiatricdiagnoses. Assessments were made of 185 patients by a battery of readingtests. They were also interviewed about their schooling and theirself-estimated reading and writing ability. The results show that thepatients’ reading level is below average for grade six children in Swedishcompulsory school, and that 16 per cent show a dyslexic profile. Malepatients with an immigrant background and a diagnosis of psychosis andanxiety disorders perform the lowest when measuring literacy skills. Thisproportionately low reading ability can cause difficulties in understandingtexts as presented in broadsheet newspapers, civic information and patientrecords, and might even jeopardize the understanding of adult spokenlanguage.

  • 30.
    Svensson, Idor
    et al.
    Linnaeus University, Faculty of Health and Life Sciences, Department of Psychology.
    Fälth, Linda
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Persson, Bengt A.
    Linnaeus University, Faculty of Health and Life Sciences, Department of Psychology.
    Nilsson, Staffan
    Chalmers University of Technology.
    The Effect of Reading Interventions among Poor Readers at a Forensic Psychiatric Clinic2017In: Psychiatry, Psychology and Law, ISSN 1321-8719, E-ISSN 1934-1687, Vol. 24, no 3, p. 440-457Article in journal (Refereed)
    Abstract [en]

    The aim of the present study was to investigate the effect of a short period, 15 sessions, of reading interventions in a sample of adult forensic psychiatric patients: 61 patients with decoding difficulties – 44 in the experimental group and 17 in the comparison group – with an average age of 31.6 participated. Of these, 36% were female, and 29% had an immigrant background. The participants carried out a battery of reading tests. The results in the experimental group showed a medium effect size (d = .36 to .76) on all reading tests between pre- and post-test. The comparison group, however, showed no gain at all between the test occasions. The results indicate that a proportionally low reading intervention effort produces improvement in reading. This study discusses the importance of including reading assessment and offering remediation in order to reach optimal future social adjustment for patients in forensic clinics.

  • 31.
    Svensson, Idor
    et al.
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Fälth, Linda
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Tholerus, Ingrid
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Universitetsstuderande med läs- och skrivsvårigheter och dyslexi.2010In: Dyslexi, ISSN 1401-2480, no 2, p. 17-20Article in journal (Other (popular science, discussion, etc.))
  • 32.
    Svensson, Idor
    et al.
    Linnaeus University, Faculty of Health and Life Sciences, Department of Psychology.
    Fälth, Linda
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Tjus, Tomas
    University of Gothenburg.
    Mikael, Heimann
    Linköping university.
    Stefan, Gustafson
    Linköping university.
    Two-step tier three interventions for children in grade three with low reading fluency2019In: Journal of Research in Special Educational Needs, ISSN 1471-3802, E-ISSN 1471-3802, Vol. 19, no 1, p. 3-14Article in journal (Refereed)
    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.

  • 33.
    Svensson, Idor
    et al.
    Linnaeus University, Faculty of Health and Life Sciences, Department of Psychology.
    Lindeblad, Emma
    Linnaeus University, Faculty of Health and Life Sciences, Department of Psychology.
    Nordström, Thomas
    Linnaeus University, Faculty of Health and Life Sciences, Department of Psychology.
    Fälth, Linda
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Short and long-term effects of using assistive technology for students with reading and writing disabilities in compulory secondary school2017In: Language, Literacy and Learning Conference, Perth, Australia, March 30 - April 1, 2017, Perth, Australia, 2017Conference paper (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.

1 - 33 of 33
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