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  • 1.
    Einarsdottir, Elisabet
    et al.
    Karolinska Inst.
    Svensson, Idor
    Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för psykologi (PSY).
    Darki, Fahimeh
    Karolinska Inst.
    Peyrard-Janvid, Myriam
    Karolinska Inst.
    Lindvall, Jessica M.
    Karolinska Inst ; Stockholm Univ.
    Ameur, Adam
    Uppsala Univ.
    Jacobson, Christer
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik (PED).
    Klingberg, Torkel
    Karolinska Inst.
    Kere, Juha
    Karolinska Inst ; Stockholm Univ ; Univ Helsinki, Finland ; Folkhälsan Inst Genet, Finland.
    Matsson, Hans
    Karolinska Inst.
    Mutation in CEP63 co-segregating with developmental dyslexia in a Swedish family2015Ingår i: Human Genetics, ISSN 0340-6717, E-ISSN 1432-1203, Vol. 134, nr 11-12, s. 1239-1248Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Developmental dyslexia is the most common learning disorder in children. Problems in reading and writing are likely due to a complex interaction of genetic and environmental factors, resulting in reduced power of studies of the genetic factors underlying developmental dyslexia. Our approach in the current study was to perform exome sequencing of affected and unaffected individuals within an extended pedigree with a familial form of developmental dyslexia. We identified a two-base mutation, causing a p.R229L amino acid substitution in the centrosomal protein 63 kDa (CEP63), co-segregating with developmental dyslexia in this pedigree. This mutation is novel, and predicted to be highly damaging for the function of the protein. 3D modelling suggested a distinct conformational change caused by the mutation. CEP63 is localised to the centrosome in eukaryotic cells and is required for maintaining normal centriole duplication and control of cell cycle progression. We found that a common polymorphism in the CEP63 gene had a significant association with brain white matter volume. The brain regions were partly overlapping with the previously reported region influenced by polymorphisms in the dyslexia susceptibility genes DYX1C1 and KIAA0319. We hypothesise that CEP63 is particularly important for brain development and might control the proliferation and migration of cells when those two events need to be highly coordinated.

  • 2.
    Elmqvist, Carina
    et al.
    Växjö universitet, Fakulteten för humaniora och samhällsvetenskap, Institutionen för vårdvetenskap och socialt arbete. 641006.
    Glemne, Mats
    Växjö universitet, Fakulteten för humaniora och samhällsvetenskap, Institutionen för pedagogik.
    Svensson, Idor
    Växjö universitet, Fakulteten för humaniora och samhällsvetenskap, Institutionen för pedagogik.
    Kompetenscentrum för hälsa2009Rapport (Övrig (populärvetenskap, debatt, mm))
  • 3.
    Fälth, Linda
    et al.
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik (PED).
    Gustafson, S.
    Linköping University.
    Svensson, Idor
    Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för psykologi (PSY).
    Phonological awareness training with articulation promotes early reading development2017Ingår i: Education, ISSN 0013-1172, Vol. 137, nr 3, s. 261-276Artikel i tidskrift (Refereegranskat)
    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.

  • 4.
    Fälth, Linda
    et al.
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik (PED).
    Gustafson, Stefan
    Linköpings universitet.
    Svensson, Idor
    Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för psykologi (PSY). Linnéuniversitetet.
    Tjus, Tomas
    Göteborgs universitet.
    Lärares erfarenheter av deltagande i en datorbaserad interventionsstudie som syftar till att öka elevernas läsförmåga.2014Ingår i: Acta Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge, ISSN 1504-9922, E-ISSN 1504-9922, Vol. 8, nr 1, s. Article ID: 8-Artikel i tidskrift (Refereegranskat)
    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.

  • 5.
    Fälth, Linda
    et al.
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik (PED).
    Gustafson, Stefan
    Linköping University.
    Tjus, Tomas
    University of Gothenburg.
    Heimann, Mikael
    Linköping University.
    Svensson, Idor
    Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för psykologi (PSY).
    Computer-assisted Interventions Targeting Reading Skills of Children with Reading Disabilities - A Longitudinal Study2013Ingår i: Dyslexia, ISSN 1076-9242, E-ISSN 1099-0909, Vol. 19, nr 1, s. 37-53Artikel i tidskrift (Refereegranskat)
    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.

  • 6.
    Fälth, Linda
    et al.
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik (PED).
    Svensson, Idor
    Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för psykologi (PSY).
    An app as ‘reading glasses’ – a study of the interaction between individual and assistive technology for students with a dyslexicprofile2015Ingår i: International Journal of Teachnig and Education, ISSN 2336-2022, Vol. 3, nr 1, s. 1-12Artikel i tidskrift (Refereegranskat)
    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.

  • 7.
    Fälth, Linda
    et al.
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik (PED).
    Svensson, Idor
    Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för psykologi (PSY).
    Erfarenheter av skolmisslyckande – forskningsresultat från en psykiatrisk klinik och LVM-hem.2017Konferensbidrag (Övrigt vetenskapligt)
  • 8.
    Fälth, Linda
    et al.
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik (PED).
    Svensson, Idor
    Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för psykologi (PSY).
    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 22014Ingår i: Online Journal of Counselling and Education, ISSN 2146-8192, Vol. 3, nr 4, s. 17-34Artikel i tidskrift (Refereegranskat)
    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.

  • 9.
    Fälth, Linda
    et al.
    Linnéuniversitetet, Fakultetsnämnden för hälsa, socialt arbete och beteendevetenskap, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI.
    Svensson, Idor
    Linnéuniversitetet, Fakultetsnämnden för hälsa, socialt arbete och beteendevetenskap, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI.
    Tjus, Tomas
    Institutionen för psykologi Göteborgs universitet.
    The effects of two training programs regarding reading development among children with reading disabilities2011Ingår i: Psychology, ISSN 2152-7180, E-ISSN 2152-7199, Vol. 2, nr 3, s. 173-180Artikel i tidskrift (Refereegranskat)
  • 10.
    Gustafson, Stefan
    et al.
    Linköpings universitet.
    Fälth, Linda
    Linnéuniversitetet, Fakultetsnämnden för hälsa, socialt arbete och beteendevetenskap, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI.
    Svensson, Idor
    Linnéuniversitetet, Fakultetsnämnden för hälsa, socialt arbete och beteendevetenskap, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI.
    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 22011Ingår i: Journal of Learning Disabilities and Offending Behaviour, ISSN 2042-0927, E-ISSN 2042-8693, Vol. 44, nr 2, s. 123-135Artikel i tidskrift (Refereegranskat)
  • 11.
    Gustafson, Stefan
    et al.
    Linköping University.
    Svensson, Idor
    Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för psykologi (PSY).
    Fälth, Linda
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik (PED).
    Response to Intervention and Dynamic Assessment: Implementing Systematic, Dynamic and Individualised Interventions in Primary School2014Ingår i: International journal of disability, development and education, ISSN 1034-912X, E-ISSN 1465-346X, Vol. 61, nr 1, s. 27-43Artikel i tidskrift (Refereegranskat)
    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.

  • 12.
    Jacobson, Christer
    et al.
    Växjö universitet, Fakulteten för humaniora och samhällsvetenskap, Institutionen för pedagogik.
    Björn, Marianne
    Växjö universitet, Fakulteten för humaniora och samhällsvetenskap, Institutionen för pedagogik.
    Svensson, Idor
    Växjö universitet, Fakulteten för humaniora och samhällsvetenskap, Institutionen för pedagogik.
    Dyslexi och kompensatoriska hjälpmedel2009Ingår i: Dyslexi och andra svårigheter med språket / [ed] Stefan Samuelsson m fl, Stockholm: Natur och Kultur , 2009, 1:1Kapitel i bok, del av antologi (Övrig (populärvetenskap, debatt, mm))
  • 13.
    Johansson, Maude
    et al.
    Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för psykologi (PSY).
    Svensson, Idor
    Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för psykologi (PSY).
    Stenström, Ulf
    Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för psykologi (PSY).
    Massoudi, Pamela
    University of Gothenburg.
    Depressive Symptoms and Parental Stress in Mothers and Fathers 25 Months after birth2017Ingår i: Journal of Child Health Care, ISSN 1367-4935, E-ISSN 1741-2889, Vol. 21, nr 1, s. 65-73Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The aim of this study was to determine the prevalence of depressive symptoms, feelings of incompetence and spouse relationship problems and their mutual relations. Data from a Swedish parent–infant population-based cohort 25 months after childbirth was used. A questionnaire containing Edinburgh Postnatal Depression Scale (EPDS) and a modified Swedish Parental Stress Questionnaire (SPSQ) regarding depression and parental stress was answered by 646 fathers and 700 mothers. Parents with depressive symptoms experienced more feelings of incompetence and spouse relationship problems than parents without depressive symptoms. The prevalence of depressive symptoms (EPDS 􏰀 12) was more than11% for mothers and nearly 5% for fathers in the sample, 25 months after childbirth. The result indicated that feelings of incompetence and spouse relationship problems could be important constructs for understanding parental stress and depressive symptoms in the parents of young children. In conclusion, it is important that Child Health Care is attentive to both mothers’ and fathers’ depressive symptoms and parental stress after the first year.

  • 14.
    Lindeblad, Emma
    et al.
    Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för psykologi (PSY).
    Nilsson, Staffan
    Chalmers University of Technology.
    Gustafson, Stefan
    Linköping University.
    Svensson, Idor
    Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för psykologi (PSY).
    Assistive technology as reading interventions for children with reading impairments with a one-year follow-up2017Ingår i: Disability and Rehabilitation: Assistive Technology, ISSN 1748-3107, E-ISSN 1748-3115, Vol. 12, nr 7, s. 713-724Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    PURPOSE: This pilot study investigated the possible transfer effect on reading ability in children with reading difficulties after a systematic intervention to train and compensate for reading deficiencies by using applications in smartphones and tablets. The effects of using assistive technology (AT) one year after the interventions were completely studied. School related motivation, independent learning and family relations were also considered.

    METHOD: 35 pupils aged 10-12 years participated. They were assessed five times with reading tests. The participants, their parents and teachers were surveyed with questionnaires regarding their experience of using AT. The data from the assessments were analyzed with paired t-tests and Wilcoxon signed-rank tests. The data from the questionnaires were analyzed using content analysis.

    RESULTS: The paper shows that using AT can create transfer effects on reading ability one year after the interventions were finished. This means that reading impaired children may develop at the same rate as non-impaired readers. Also, increased school motivation and an increase in independent learning and family effects have been shown.

    CONCLUSIONS: This paper provides implications in how to facilitate reading impaired pupils' learning process and realizes the need to challenge the concept of reading to change to fit modern means of gaining information. Implications for rehabilitation Children with reading impairment could benefit from assistive technology in regards of their reading development process and increase their chances of not falling behind peers. Assistive technology as applications in smartphones and tablets may aid children with reading impairment to have an equal platform for learning in school as their peers without reading difficulties. Assistive technology could facilitate the information gaining process and subsequently increase motivation to learn and increase interest in reading activities. Assistive technology had wider effects on its users: stigmatizing situations when leaving the classroom for special education were avoided and positive effects on family life were noted.

  • 15.
    Lindeblad, Emma
    et al.
    Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för psykologi (PSY).
    Nilsson, Staffan
    Chalmers University of Technology, Sweden.
    Gustafson, Stefan
    Linköping University, Sweden.
    Svensson, Idor
    Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för psykologi (PSY).
    Self-concepts and psychological health in children and adolescents with reading difficulties and the impact of assistive technology to compensate and facilitate reading ability2019Ingår i: Cogent Psychology, E-ISSN 2331-1908, Vol. 6, nr 1, s. 1-18, artikel-id 1647601Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This study investigated self-image, psychological health, and the impact of Assistive Technology (AT) on self-concept and psychological health in 137 children and adolescents with reading difficulties during a systematic intervention program and in a one-year follow-up. Participants were randomly assigned to a control or an intervention group. The interventions aimed to teach participants how to understand texts using AT. The control group received no intervention. To investigate self-esteem, self-image, anxiety, and depression, all participants were assessed with the Cultural Free Self-Esteem Inventory, 3rd edition (CFSEI-3) before intervention and one year post-interventions. Forty-one participants were also assessed on the Beck Youth Inventory (BYI). The AT was found to have no impact on participants' self-esteem. The CFSEI-3 showed similar values for self-esteem in a norm group and the study groups at pre-intervention, which made an increase from using AT less expected. The results are discussed in terms of contextual explanatory factors, such as educators' increased knowledge of reading difficulties and dyslexia. The results on the BYI were somewhat inconclusive since the younger group of participants showed more anxiety than the norm group, but the adolescent group did not. This may be due to small sample size, so further research is recommended.

  • 16.
    Lindeblad, Emma
    et al.
    Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för psykologi (PSY).
    Svensson, Idor
    Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för psykologi (PSY).
    Gustafson, Stefan
    Linköping University.
    Self-Concepts and Psychological Well-Being Assessed By Beck Youth Inventory Among Pupils with Reading Difficulties2016Ingår i: Reading Psychology, ISSN 0270-2711, E-ISSN 1521-0685, Vol. 37, nr 3, s. 449-469Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This study investigated the self-image and psychological well-being in 67 children and adolescents age 10–16 years with severe reading difficulties and/or dyslexia. The participants were assessed with Beck Youth Inventory regarding symptoms of depression, anxiety, and negative self-image. The results showed that the participants do not depict negative self-image and showed few symptoms of depression or anxiety at group level in comparison to a norm group. These results could be seen as contradictory to previous research. A questionnaire regarding self-efficacy was also distributed and showed that the participants had low self-knowledge about their reading impairments. The results were interpreted as a possible increase in knowledge among teachers and subsequent change in pedagogical strategies. In addition, technological advances may have improved the academic situation for dyslexic children. This study was a partial study in a larger project that aimed to evaluate the efficiency of assistive technologies for dyslexic children.

  • 17.
    Ljungqvist, Ingemar
    et al.
    Blekinge Centre of Competence.
    Topor, Alain
    Stockholm University;University of Agder, Norway.
    Forssell, Henrik
    Blekinge County Hospital;Blekinge Centre of Competence.
    Svensson, Idor
    Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för psykologi (PSY).
    Davidson, Larry
    Yale University, USA.
    Money and Mental Illness: A Study of the Relationship Between Poverty and Serious Psychological Problems.2016Ingår i: Community mental health journal, ISSN 0010-3853, E-ISSN 1573-2789, Vol. 52, nr 7, s. 842-850Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Several studies have indicated a co-occurrence between mental problems, a bad economy, and social isolation. Medical treatments focus on reducing the extent of psychiatric problems. Recent research, however, has highlighted the possible effects of social initiatives. The aim of this study was to examine the relation between severe mental illness, economic status, and social relations.

    METHOD: a financial contribution per month was granted to 100 individuals with severe mental illnesses for a 9-month period. Assessments of the subjects were made before the start of the intervention and after 7 months' duration. A comparison group including treatment as usual only was followed using the same instruments. Significant improvements were found for depression and anxiety, social networks, and sense of self. No differences in functional level were found. Social initiatives may have treatment and other beneficial effects and should be integrated into working contextually with persons with severe mental illnesses.

  • 18.
    Nordström, Thomas
    et al.
    Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för psykologi (PSY).
    Nilsson, Staffan
    Chalmers University of Technology.
    Gustafson, Stefan
    Linköping University.
    Svensson, Idor
    Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för psykologi (PSY).
    Assistive technology applications for students with reading difficulties: special education teacher’s experiences and perceptions2018Ingår i: Disability and Rehabilitation: Assistive Technology, ISSN 1748-3107, E-ISSN 1748-3115Artikel i tidskrift (Refereegranskat)
    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.

  • 19.
    Nordström, Thomas
    et al.
    Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för psykologi (PSY).
    Svensson, Idor
    Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för psykologi (PSY).
    Response to intervention (RTI) och assisterande teknik2017Ingår i: Dyslexi – aktuellt om läs- och skrivsvårigheter, ISSN 1401-2480, , s. 21-27s. 21-27Artikel i tidskrift (Övrigt vetenskapligt)
  • 20.
    Nordström, Thomas
    et al.
    Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för psykologi (PSY).
    Svensson, Idor
    Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för psykologi (PSY).
    Lindeblad, Emma
    Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för psykologi (PSY).
    Gustafson, Stefan
    Linköping University.
    Nilsson, Staffan
    Chalmers University of Technology.
    Teachers' perceptions of reading apps for reading impaired students following a RCT study2016Ingår i: Presented at the 5th All european dyslexia conference, Modena, Italy, 21-24 september, 2016 / [ed] Karin Landerl, 2016Konferensbidrag (Refereegranskat)
    Abstract [en]

    Purpose: Reading impaired students can read and write with the aid and support of tablets and apps. This study explores how teachers perceive the usefulness of tablets and apps for reading impaired students in Grade 4, 8 and in upper secondary education as well as perceptions of usefulness for pedagogical practice after leading a six-week assistive technology intervention.

    Method: After participating in the training, and after leading a six-week intensive intervention, the teachers were surveyed on their experience and the perceived usefulness of tablets and apps. The survey contained both closed and open questions and the responses were analyzed in terms of the social validity of the technology. Quantitative measures of teacher and student characteristics as well as reading measures were linked to teacher perceptions.

    Results and Conclusion: Results show that the teachers perceived the tablets and the apps as very useful for a majority of the students regarding motivation to read and write as well as facilitating the reading and writing ability. Several teachers also meant that the digital tools may be essential for their students to succeed in school and nearly all were positive of using tablets and apps as part of their pedagogical practice. Additional analyzes, involving the quantitative measures, are discussed at the presentation.

  • 21.
    Pernebo, Karin
    et al.
    Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för psykologi (PSY). Department of Research and Development, Region Kronoberg.
    Fridell, Mats
    Lund University.
    Svensson, Idor
    Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för psykologi (PSY).
    Almqvist, Kjerstin
    Karlstad University.
    Utvärdering av två svenska gruppinterventioner för barn med erfarenhet av våld i föräldrarnas nära relation.2016Konferensbidrag (Refereegranskat)
    Abstract [sv]

    Utvärdering av två svenska gruppinterventioner för barn med erfarenhet av våld i föräldrarnas nära relation.

    Karin Pernebo¹², Mats Fridell 3, Idor Svensson1 and Kjerstin Almqvist4

    ¹ Department of Psychology, Linnaeus University, Sweden

    ² Department of Research and Development, Region Kronoberg

    3 Department of Psychology, Lund University, Sweden

    4 Department of Psychology, Karlstad University, Sweden

     

    Abstract

    Erfarenhet av våld mot primär omsorgsgivare medför risk för negativ påverkan på barns hälsa och utveckling och det finns ett behov av genomförbara och verksamma interventioner för dessa barn. Tidigare studier visar att befintliga insatser i Sverige till barn med erfarenhet av våld i föräldrarnas nära relation är uppskattade av barn och föräldrar samt är förknippade med positivt men otillräckligt utfall. Ökad kunskap behövs för att bättre förstå vad som är verksamt och hur insatser kan förbättras. I en pågående studie granskas två väletablerade och manualiserade gruppinterventioner som erbjuds inom ramen för ordinarie etablerad klinisk verksamhet för barn med erfarenhet av våld mot primär omsorgsgivare. Den ena interventionen är tydligt psykoedukativ och den andra har sin grund i utvecklingspsykologi, traumateori och psykodynamisk teori. Interventionerna innehåller parallella grupper för barn och för den våldsutsatta föräldern med ett besök per vecka, vid 12-15 tillfällen. 50 barn i åldern 4-13 år ingår i studien. Barn och föräldrar har inkluderats kontinuerligt under en tvåårsperiod. Kontextuella faktorer, förekomst av våld (dvs. förälderns utsatthet, barnets exponering för våld mot föräldern och barnets egen våldsutsatthet), generell symtombelastning samt symtom på posttraumatisk stress hos barnen och generell symtombelastning samt symtom på posttraumatisk stress hos den våldsutsatta föräldern mäts före och efter intervention, samt efter 6 månader och efter 1 år.

     

    Preliminära resultat från före och eftermätning presenteras vad gäller traumasymtom och generella symtom på psykisk ohälsa hos barnen. Eventuella samband med exempelvis typ av gruppintervention, barnets egen våldsutsatthet, förälders psykiska ohälsa, pågående rättsliga tvister och umgänge diskuteras.

  • 22.
    Svensson, Idor
    Linnéuniversitetet, Fakultetsnämnden för hälsa, socialt arbete och beteendevetenskap, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI.
    Reading and writing diabilities among inmates in correctional settings: A Swedish perspetive2011Ingår i: Learning and individual differences, ISSN 1041-6080, E-ISSN 1873-3425, Vol. 21, s. 19-29Artikel i tidskrift (Refereegranskat)
  • 23.
    Svensson, Idor
    Linnéuniversitetet, Fakultetsnämnden för hälsa, socialt arbete och beteendevetenskap, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI.
    The prevalence of reading and spelling difficulties among inmates of institutions of compulsory care of juvenile delinquents2001Ingår i: Dyslexi, ISSN 1401-2480, Vol. 7, s. 62-76Artikel i tidskrift (Refereegranskat)
  • 24.
    Svensson, Idor
    et al.
    Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för psykologi (PSY).
    Fälth, Linda
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik (PED).
    Persson, Bengt A.
    Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för psykologi (PSY).
    Reading level and the prevalence of a dyslexic profile among patients in a forensic psychiatric clinic2015Ingår i: Journal of Forensic Psychiatry & Psychology, ISSN 1478-9949, E-ISSN 1478-9957, Vol. 26, nr 4, s. 532-550Artikel i tidskrift (Refereegranskat)
    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.

  • 25.
    Svensson, Idor
    et al.
    Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för psykologi (PSY).
    Fälth, Linda
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik (PED).
    Persson, Bengt A.
    Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för psykologi (PSY).
    Nilsson, Staffan
    Chalmers University of Technology.
    The Effect of Reading Interventions among Poor Readers at a Forensic Psychiatric Clinic2017Ingår i: Psychiatry, Psychology and Law, ISSN 1321-8719, E-ISSN 1934-1687, Vol. 24, nr 3, s. 440-457Artikel i tidskrift (Refereegranskat)
    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.

  • 26.
    Svensson, Idor
    et al.
    Linnéuniversitetet, Fakultetsnämnden för hälsa, socialt arbete och beteendevetenskap, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI.
    Fälth, Linda
    Linnéuniversitetet, Fakultetsnämnden för hälsa, socialt arbete och beteendevetenskap, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI.
    Tholerus, Ingrid
    Linnéuniversitetet, Fakultetsnämnden för hälsa, socialt arbete och beteendevetenskap, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI.
    Universitetsstuderande med läs- och skrivsvårigheter och dyslexi.2010Ingår i: Dyslexi, ISSN 1401-2480, nr 2, s. 17-20Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
  • 27.
    Svensson, Idor
    et al.
    Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för psykologi (PSY).
    Fälth, Linda
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL).
    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 fluency2019Ingår i: Journal of Research in Special Educational Needs, ISSN 1471-3802, E-ISSN 1471-3802, Vol. 19, nr 1, s. 3-14Artikel i tidskrift (Refereegranskat)
    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.

  • 28.
    Svensson, Idor
    et al.
    Växjö universitet, Fakulteten för humaniora och samhällsvetenskap, Institutionen för pedagogik.
    Jacobson, Christer
    Växjö universitet, Fakulteten för humaniora och samhällsvetenskap, Institutionen för pedagogik.
    How persistent are phonological difficulties?: a longitudinal study of reading retarded children2006Ingår i: Dyslexia, ISSN 1076-9242, E-ISSN 1099-0909, Vol. 12, nr 1, s. 3-20Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The present study examined the persistency of phonological deficiencies over time. The participants were 40 pupils in grade 2 with documented reading and writing difficulties and a comparison group of 30 pupils. The participants were followed over a 10-year period by word- and non-word-reading tests and tests of cognitive ability. The persistence of phonological deficits was indicated by a high correlation between non-word-reading tests in grades 3 and 12 in the reading-disabled group. A dyslexia cut-off definition based on phonological ability was the most consistent definition over time compared to a word-decoding definition or multiple cut-off definition based on IQ. Phonological decoding abilities were remarkably stable over time, and non-word-reading was found to be a valid instrument in diagnosing and discerning dyslexia both in children and adults.

  • 29.
    Svensson, Idor
    et al.
    Växjö universitet, Fakulteten för humaniora och samhällsvetenskap, Institutionen för pedagogik.
    Jacobson, Christer
    Växjö universitet, Fakulteten för humaniora och samhällsvetenskap, Institutionen för pedagogik.
    Långtidsarbetslösa och läs- och skrivsvårigheter.2009Ingår i: Dyslexi, ISSN 1401-2480, ISSN 1401-2480, nr 2, s. 24-27Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
  • 30.
    Svensson, Idor
    et al.
    Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för psykologi (PSY).
    Lindeblad, Emma
    Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för psykologi (PSY).
    Nordström, Thomas
    Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för psykologi (PSY).
    Fälth, Linda
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik (PED).
    Short and long-term effects of using assistive technology for students with reading and writing disabilities in compulory secondary school2017Ingår i: Language, Literacy and Learning Conference, Perth, Australia, March 30 - April 1, 2017, Perth, Australia, 2017Konferensbidrag (Refereegranskat)
    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.

  • 31.
    Svensson, Idor
    et al.
    Växjö universitet, Fakulteten för humaniora och samhällsvetenskap, Institutionen för pedagogik.
    Lundberg, Ingvar
    Göteborgs universitet.
    Jacobson, Christer
    Växjö universitet, Fakulteten för humaniora och samhällsvetenskap, Institutionen för pedagogik.
    The nature of reading difficulties among inmates in juvenile instiutions2003Ingår i: Reading and writing, ISSN 0922-4777, E-ISSN 1573-0905, Vol. 16, nr 7, s. 667-691Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Abstract. Dyslexia is assumed to be frequent among inmates in prisons and in juvenile institutions.However, it remains unclear whether the literacy difficulties observed are really dyslexicin nature. Seventy inmates in juvenile institutions were studied. In addition to literacy skills,the assessment included phonological skills, school attendance, cultural background, and selfesteem.Dyslexia in the sense of decoding problems related to phonological deficiencies wasobserved in 11% of the cases. Most of the inmates with literacy difficulties had a background,from infancy and onwards, characterized by severe social and emotional problems, interferingwith positive experience of literacy and the literate culture. However, these sub-optimal experiencesof the literate culture do not imply dyslexia. From this perspective, it is unlikely thatdyslexia is a determining factor of delinquent behavior.

  • 32.
    Svensson, Idor
    et al.
    Linnéuniversitetet, Fakultetsnämnden för hälsa, socialt arbete och beteendevetenskap, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI.
    Nilsson, Staffan
    Wahlström, Jan
    Jernås, Margareta
    Carlsson, Lena M.
    Hjelmquist, Erland
    Familial dyslexia in a large Swedish family: A whole genome linkage scan2011Ingår i: Behavior Genetics, ISSN 0001-8244, E-ISSN 1573-3297, Vol. 41, nr 1, s. 43-49Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    There is a compelling body of evidence that developmental dyslexia runs in families and seems to be highly inheritable. Several investigations during the last two decades have shown possible locations of genes that might be involved in dyslexia, including regions of chromosomes 1, 2, 3, 6, 11, 13, 15 and 18. In addition, six candidate genes (KIAA0319, DYX1C1, DCDC2, ROBO1, MRPL19 and C2ORF3) seem to be related to dyslexia. The present study carried out a whole genome scan in a six-generation pedigree. In addition to literacy skills the assessment included cognitive skills and records concerning the history of reading and writing ability. Thirty-five percent were regarded as dyslexic in the family. A linkage analysis using both a quantitative and a qualitative approach has been performed. No evidence was obtained to support the hypothesis that the transmission of dyslexia in this pedigree is due to a highly penetrant major gene, and previous linkage findings were not replicated; however, power in this small study was not adequate to confirm linkage of genes with small to moderate effects. The results were discussed in relation to diagnostic procedures and sample characteristics.

  • 33.
    Svensson, Idor
    et al.
    Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för psykologi (PSY).
    Nordström, Thomas
    Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för psykologi (PSY).
    Lindeblad, Emma
    Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för psykologi (PSY).
    Gustafson, Stefan
    Linköping university, Sweden.
    Björn, Marianne
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL).
    Sand, Christina
    Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för psykologi (PSY).
    Almgren Bäck, Gunilla
    Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för psykologi (PSY).
    Nilsson, Staffan
    Chalmers University of Technology, Sweden.
    Effects of assistive technology for students with reading and writing disabilities2019Ingår i: Disability and Rehabilitation: Assistive Technology, ISSN 1748-3107, E-ISSN 1748-3115, s. 1-13Artikel i tidskrift (Refereegranskat)
    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.

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