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  • 1.
    Andersson, Annika
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Fälth, Linda
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    How to think about preschool children with no knowledge of Swedish and low levels of motivation to learn the new language2023Conference paper (Refereed)
    Abstract [en]

    At the heart of democracy is being able to be a part of the society at large which requires sharing the dominant language. In recent years, we have lectured on language learning and specifically second language learning and multilingualism for teachers in Sweden, from Malmö in the south to Umeå in the north. While teachers at all levels need to have knowledge of second language acquisition and learning it becomes apparent in discussions that teachers often meet children who are not motivated to learn Swedish. As a result, the children have not acquired the language used in, for instance the preschool curriculum, nor do they have the necessary skills in Swedish to acquire new knowledge when they start school. 

    This means that the research we present to our teacher students and to practicing teachers is relevant to language learning but cannot fully address the challenges faced by the profession. Further knowledge and research are needed on how to work with Swedish as a second language, such as in the preschool context where 25% of children have another language besides Swedish as their first language (SCB, 2021) and, crucially, their motivation to learn the language is low. Language proficiency in preschool predicts subsequent grades in school in for instance math and reading (Murphy et al., 2016; Pace et al., 2019). Therefore, knowledge about how to motivate children (and parents) is a prerequisite for making a linguistic intervention so that children's Swedish skills are sufficient to absorb the education in preschool and later knowledge acquisition in school which is important for being a part of the society at large. 

     

    We will present previous studies of motivation for language learning (Lamb et al., 2021) and our preliminary data from questionnaires and interviews with personnel in preschools and adult learners of Swedish as a second language focusing on motivation to learn the language. Against this background, we will introduce our ideas of “language learning motivation interventions” (LLMI) in school settings. We will claim that it is crucial for teachers to have a better grasp of how to motivate learning Swedish. This understanding can result in the inclusion of children and students in school and the society on equal bases for learning and thus for democracy in their current setting but also in future settings. 

     

     

    References

     

    Lamb, M., Csizer, K., Henry, A., & Ryan, S. (2021). The Palgrave Handbook of Motivation for Language Learning. Springer Nature Switzerland AG. 

    Murphy, K. A., Farquharson, K., Language, & Reading Research, C. (2016). Investigating profiles of lexical quality in preschool and their contribution to first grade reading. Reading and Writing, 29(9), 1745-1770. https://doi.org/10.1007/s11145-016-9651-y 

    Pace, A., Alper, R., Burchinal, M. R., Golinkoff, R. M., & Hirsh-Pasek, K. (2019). Measuring success: Within and cross-domain predictors of academic and social trajectories in elementary school. Early Childhood Research Quarterly, 46, 112-125. https://doi.org/https://doi.org/10.1016/j.ecresq.2018.04.001 

    Statistiska Central Byrån. (2021). Demografi: Antal personer med utländsk eller svensk bakgrund (fin indelning) efter region, ålder och kön (år 2002-2020). 

     

  • 2.
    Andersson, Annika
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Fälth, Linda
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    On motivating children to learn a host language2023Conference paper (Refereed)
    Abstract [en]

    Children immigrating to Sweden are not motivated to learn the host language Swedish and learn English instead. We gathered information on what positively or negatively affects children’s motivation to learn Swedish to develop a “motivation-intervention” in collaboration with early-childhood teachers. Previous intervention studies of children’s motivation typically focus on learning a foreign language in school (García & Pérez-Llantada, 2015). We need to gain a better understanding of the effects of motivational interventions on particularly immigrant children learning a host language in early childhood. Our interventions are based in the theory of self-determination and included but were not limited to activities such as goal setting, self-reflection, and self-evaluation, that previously showed positive effects on students' motivation and attitudes towards learning a foreign language (Dörnyei & Csizér, 1998; MacIntyre & Noels, 1994). Early-childhood teachers answered a questionnaire focusing on children's motivation to learn Swedish and factors affecting this motivation. Development of interventions were based on the results from this questionnaire. To reduce the concern that not all children have access to the effective intervention we will invite childcare personnel in the area to a presentation and discussion of results. The main finding was the importance of the caregivers as role models. If they acquired Swedish, and found the language acquisition important for their children, children would be more motivated and would also attend childcare more frequently. Including teachers into the development of interventions led to relevant interventions that easily can be integrated with the regular curriculum in contrast to intense researcher-implemented interventions.

     

  • 3.
    Egerhag, Helén
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Fälth, Linda
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Nilvius, Camilla
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Selenius, Heidi
    Linnaeus University, Faculty of Health and Life Sciences, Department of Psychology.
    Svensson, Idor
    Linnaeus University, Faculty of Health and Life Sciences, Department of Psychology.
    Promoting decoding among young students with Swedish as a first and second language within a response to intervention model2023In: Journal of Childhood, Education & Society, E-ISSN 2717-638X, Vol. 4, no 2, p. 176-192Article in journal (Refereed)
    Abstract [en]

    Many young students with Swedish as their second language need support to acquire reading ability. There is a need for evidence-based reading instruction in early reading education for students with Swedish as their first or second language. Therefore, the current study investigated whether early reading education based on a Response to Intervention (RTI) model with a focus on decoding skills can promote reading ability among young students with Swedish as their first or second language. In Grades 1 and 2, 113 students with Swedish as a first and Swedish as a second language were followed. Applying the RTI model, teachers used evidence-based reading instruction in the whole class. Besides, additional instructions were provided in small groups and individually for students with weak decoding. Results of the study showed that the additional instruction provided within the RTI model had the potential to promote decoding, but to a different extent among students with Swedish as their second language. The importance of differentiated instruction, early monitoring and support, a bilingual approach in reading education for second language students, and collaboration between teachers are discussed.

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  • 4.
    Egerhag, Helén
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Selenius, Heidi
    Stockholm University, Sweden.
    Fälth, Linda
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Svensson, Idor
    Linnaeus University, Faculty of Health and Life Sciences, Department of Psychology.
    Decoding intervention for L2 students in Sweden: A single-subject design study2023In: Reading in a Foreign Language, ISSN 0264-2425, E-ISSN 1539-0578, Vol. 35, no 2, p. 247-269Article in journal (Refereed)
    Abstract [en]

    Many second language (L2) students in Sweden struggle with reading in Swedish. There needs to be more research on how L2 students with weak word decoding skills in Swedish could be individually supported. Therefore, the current study examined the impact of a systematic and intensive word decoding intervention in Swedish among individual L2 students identified as having a risk of reading difficulties in Grade 3. A multiple-baseline single-subject design study was conducted with three L2 students with Arabic or Dari as their first language. They were provided a word decoding intervention with Bravkod. All three students improved their decoding during the intervention phase. They decoded several words in a given time (NAP=0.96-1.00) and decreased their word decoding errors (NAP=0.91-0.98). The results are promising but should be replicated to be considered evidence-based and suitable for L2 students to improve their decoding in Swedish.

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  • 5.
    Fälth, Linda
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning. Linnaeus University, Linnaeus Knowledge Environments, Education in Change.
    A study of parents reading aloud habits with research on reading aloud applied to research-based practices for promoting students' intrinsic motivation to read2021In: International Journal of Teaching and Education, E-ISSN 2336-2022, Vol. IX, no 2, p. 30-41Article in journal (Refereed)
    Abstract [en]

    Read-alouds play an important role in young children’s literacy development. This study investigates how, and to what extent, Swedish parents of children aged 1–16 engage in reading aloud. Previous research on reading aloud is also applied to research-based practices for promoting students' intrinsic motivation to read and discussed in the present study. The results show that 9out of 10 parents read aloud to children aged 0-4 years while only 4 of 10 read aloud to children aged 10-12 years. Several content areas that overlap was found where research on children's own reading can be easily transferred to the area of reading aloud.

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  • 6.
    Fälth, Linda
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Dyslexi och den tidiga språk-, läs- och skrivundervisningen2022In: Läs- och skrivundervisning utifrån elevers varierade behov / [ed] Diana Von Börtzell-Szuch och Sari Vuorenpää, Gleerups Utbildning AB, 2022, 1Chapter in book (Other academic)
  • 7.
    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.

  • 8.
    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.))
  • 9.
    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.

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    Interventionsstudie i syfte att främja läsförmågan hos barn som kämpar med sin läsning
  • 10.
    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)
  • 11.
    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.

  • 12.
    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.

  • 13.
    Fälth, Linda
    Växjö University, Faculty of Humanities and Social Sciences, School of Education.
    Reading and writing disabilities among university students.2009Conference paper (Refereed)
  • 14.
    Fälth, Linda
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Reading interventions among struggling readers2013Conference paper (Refereed)
  • 15.
    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.

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  • 16.
    Fälth, Linda
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning. Linnaeus University, Linnaeus Knowledge Environments, Education in Change.
    Brkovic, Irma
    University of Gothenburg, Sweden.
    Intervention Targeting Reading and Working Memory among Struggling Readers in Primary School2021In: Medical Research Archives, ISSN 2375-1916, Vol. 9, no 11, p. 1-16Article in journal (Refereed)
    Abstract [en]

    Working memory is one of our core cognitive functions. It allows us to keep information in mind for shorter periods of time, allowing us to process and work with that specific information. In this randomized control trial, the effects of a training program that combines reading training and working memory training among struggling readers aged 8-9 were investigated. 30 pupils were included in the intervention group and 17 were assigned to the control group. The intervention group received a total of 60 training sessions divided into two eight-week training periods with a four-week pause in between. The results show that children in the intervention group improved significantly better than children in the control group on eight tests: Reading comprehension, Worddecoding, Nonsense-word reading, Short-term memory, Working memory, Visuospatial short-term memory, Visuospatial working memory, and Working memory for words. The effect was not confirmed for Sight word seeing.

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    Intervention Targeting Reading and Working Memory among Struggling Readers in Primary School.
  • 17.
    Fälth, Linda
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning. Linnaeus University, Linnaeus Knowledge Environments, Education in Change.
    Brkovic, Irma
    University of Gothenburg, Sweden.
    Kerestes, Gordana
    University of Zagreb, Croatia.
    Svensson, Idor
    Linnaeus University, Faculty of Health and Life Sciences, Department of Psychology. Linnaeus University, Linnaeus Knowledge Environments, Education in Change.
    Hjelmquist, Erland
    University of Gothenburg, Sweden.
    Tjus, Tomas
    University of Gothenburg, Sweden.
    The Effects of a Multimodal Intervention on the Reading Skills of Struggling Students: An Exploration Across Countries2023In: Reading Psychology, ISSN 0270-2711, E-ISSN 1521-0685, Vol. 44, no 3, p. 225-241Article in journal (Refereed)
    Abstract [en]

    The purpose of the present study was to investigate the effects of a multimodal program, designed for practicing reading, on reading development in struggling readers in two different countries. The research question was whether one specific training method will have a positive effect on pupils’ reading development in two different countries with different educational systems and as diverse orthographies as the shallow Croatian and the relatively deep Swedish orthography. It became clear that Swedish teachers have a tradition of implementing interventions as opposed to Croatia where there is no tradition of teachers conducting intervention studies in school. Comparing different school systems is difficult which is evident in the results that differ between the two countries. However, the results indicate that the multimodal reading training program used in the intervention had positive effects on pupils’ literacy development, including decoding, spelling, and reading comprehension in both countries. 

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  • 18.
    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.

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  • 19.
    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.

  • 20.
    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)
  • 21.
    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, 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.

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    Acta Didactica
  • 22.
    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.

  • 23.
    Fälth, Linda
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning. Linnaeus University, Linnaeus Knowledge Environments, Education in Change.
    Hallin, Anna Eva
    Karolinska institutet, Sweden.
    Nordström, Thomas
    Linnaeus University, Faculty of Health and Life Sciences, Department of Psychology.
    Corona-pandemins påverkan på lågstadieelevers läsinlärning2021Report (Other (popular science, discussion, etc.))
    Abstract [sv]

    Via stiftelsen LegiLexis läsfärdighetstester har vi analyserat elevers testresultat på två läsfärdighetstester: avkodning och läsförståelse. Totalt har resultat från drygt 145 000 elever i årskurs 1–3 analyserats – drygt 60 000 elever har testats under coronapandemin och drygt 85 000 elever innan pandemin. Ingen ”coronaeffekt” kunde ses på något mått i någon årskurs inom respektivefärdighet,oavsett om man undersökte medelvärden, standardavvikelser eller andelen elever inom olika nivåer. Slutsatsen är att läsförmågan hos svenska lågstadieelever generellt inte harpåverkats negativt av coronapandemin, men att det både innan och under pandeminär många elever som inte lär sig läsa under lågstadieåren

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  • 24.
    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.

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  • 25.
    Fälth, Linda
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Lundbäck, Birgitta
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Mekic Lindberg, Adisa
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Pupils with Special needs - Collaboration between School and School-age Educare2020In: Social Sciences and Education Research Review, ISSN 2392-9863, Vol. 7, no 2, p. 7-26Article in journal (Refereed)
    Abstract [en]

    As the Swedish governing documents state that the School-age educare should supplement the education in the compulsory school, the support for pupils with special needs could be expected to continue after school at the School-age educare. The purpose of this study is to elucidate how special education teachers in school and teachers at the School-age educare collaborate in the work with pupils in need of special support. A total of 30 teachers participated. The results were analyzed using Bronfenbrenner's ecological model and show that collaboration exists to a limited extent when teaching children with special needs. It is evident in the results that a clearer focus on inclusion is 8desirable and that a collaboration between professions will enable the school-age educare to be a complement to school.

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    Fulltext Fälth
  • 26.
    Fälth, Linda
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Nilvius, Camilla
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    A multi-function app for supporting reading and writing ability – teachers’ perspective2019In: Defektoloaka teorija i praktika, ISSN 1409-6099, E-ISSN 1857-663X, Vol. 20, no 1-2, p. 123-140Article in journal (Refereed)
    Abstract [en]

    This study investigates if a mobile text-to- speech accommodation device can compensate for reading difficulties in an applied school set- ting. Twenty-six special education teachers and their students (n=26), whereof n=18 were elementary school students and n=8 were upper secondary education students used the text-to-speech function, without any prior experience of assistive technology. After the intervention all 26 participating teachers wrote down their reflections on 1-2 pages, which were analyzed using qualitative content analysis and cate- gorized into three themes. Results pointed to that the teachers were predominately positive of text-to-speech usage, and perceived the stu- dents as being independent when using text- to-speech functions, but this were conditioned on the amount of support and training that was provided. Other results pointed to that the teachers were optimistic about the impact of text-to- speech usage on expanded language-learning opportunities, and emphasized increased reading speed as the most important benefit of using this technology. Based on these results, text-to- speech functions seem to have the potential to compensate for reading difficulties.

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    A multi-function app for supporting reading and writing ability – teachers’ perspective
  • 27.
    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.

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    fulltext
  • 28.
    Fälth, Linda
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Nord, Anna
    Kalmar municipality, Sweden.
    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.

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    fulltext
  • 29.
    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 B.
    Linköping university, Sweden.
    Gustafson, Stefan
    Linköping university, Sweden.
    An intervention study to prevent ‘summer reading loss’ in a socioeconomically disadvantaged area with second language learners2019In: Nordic Journal of Literacy Research, E-ISSN 2464-1596, Vol. 5, no 3, p. 10-23Article in journal (Refereed)
    Abstract [en]

    Summer reading loss is a documented reality for many students. Research has established differences in the contribution of summer reading activity between children from families with different economic status. In this study, 120 students in Grade 2 and 115 students in Grade 3 from a socioeconomically vulnerable area participated in a summer reading intervention. In addition, a control group from the same schools comprised of 106 students from Grade 2 and 94 students from Grade 3. Almost 90% of the participating students did not have Swedish as their native language. The participants were tested on reading skills, including word decoding, nonsense-word reading, word comprehension and reading comprehension, before and after the summer vacation. The intervention was planned together with teachers from three participant schools and leisure centers. Before the summer holiday the schools arranged reading weeks and library visits. The students were encouraged to read at home during the vacation and record the number of books read on a digital platform. The results showed that the largest effect sizes between groups (intervention and control) were observed for word decoding in Grade 2 and word comprehension in Grade 3 where the intervention group improved more than the control group. If summer learning loss can be avoided or limited, the treatment can be considered worth implementing

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    summer reading
  • 30.
    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.

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    Assessment...
  • 31.
    Fälth, Linda
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning. Linnaeus University, Linnaeus Knowledge Environments, Education in Change.
    Selenius, Heidi
    Linnaeus University, Faculty of Health and Life Sciences, Department of Psychology.
    Primary school teachers' use and perception of digital technology in early reading and writing education in inclusive settings2022In: Disability and Rehabilitation: Assistive Technology, ISSN 1748-3107, E-ISSN 1748-3115, p. 1-10Article in journal (Refereed)
    Abstract [en]

    PurposeThe present study aimed to investigate teachers’ use and perceptions of digital technology to promote learning and participation for all young students in early reading and writing education in inclusive primary schools.

    MethodsPrimary school teachers [N = 289] in Sweden were asked to complete a survey about digital technology in reading and writing education. The data were analysed statistically and with summative content analysis.

    ResultsThe results showed that 82% of the teachers were interested in teaching young students to read and write using digital technology. More than 50% of the teachers included digital technology to promote students’ learning of phonological awareness, decoding skills, vocabulary, spelling, or text editing every week, and 74% used digital technology to support students with special needs every week. Those who perceived digital technology as a facilitator of all students’ participation in early reading and writing education also reported that they used digital technology to promote different reading and writing skills more frequently. Their perceived knowledge of managing digital technology was also positively related to their perception of digital technology as a facilitator of students’ participation in reading and writing education.

    IMPLICATIONS FOR REHABILITATION

    • Teachers who are positive about digital technology perceive such technology as beneficial for all students in reading and writing education, also for those students who have special needs.
    • Teachers use digital technology to compensate students with special needs in reading and writing. However, there is an unawareness of the advantages of using digital technology in inclusive education.
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  • 32.
    Fälth, Linda
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning. Linnaeus University, Linnaeus Knowledge Environments, Education in Change.
    Selenius, Heidi
    Linnaeus University, Faculty of Health and Life Sciences, Department of Psychology. Stockholm University, Sweden.
    Egerhag, Helén
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    A cross-sectional study on reading among young L1 and L2 students in Sweden2023In: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 38, no 2, p. 233-244Article in journal (Refereed)
    Abstract [en]

    According to the Simple View of Reading, decoding and linguistic comprehension are essential for reaching efficient reading comprehension. Students with Swedish as a first (L1) or second language (L2) in grades 1–3 might need special support to develop reading comprehension. In order to identify needs in reading in L1 and L2 students, the current study aimed to investigate how they perform in screening tests measuring vocabulary, decoding, and reading comprehension in Swedish. The present study has a cross-sectional design and includes over 46,000 students who followed the curriculum for Swedish as a first or as a second language. Data consisted of decoding, vocabulary, and reading comprehension tests, which were statistically analysed. The results showed that L2 students in grades 1–3 had significantly weaker decoding, vocabulary, and reading comprehension than L1 students. A performance below average in the tests indicates a need for extra support in reading which a significantly higher proportion of L2 students had compared to L1 students. Therefore, screening and systematic reading instructions are crucial to promoting reading development among L1 and L2 students.

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  • 33.
    Fälth, Linda
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Selenius, Heidi
    Stockholm university, Sweden.
    Nilvius, Camilla
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Lärares uppfattningar om arbete med läsförkunskaper i förskoleklass2023In: HumaNetten, E-ISSN 1403-2279, no 51, p. 176-191Article in journal (Refereed)
    Download full text (pdf)
    fulltext
  • 34.
    Fälth, Linda
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Selenius, Heidi
    Stockholm University, Sweden.
    Sand, Christina
    Linnaeus University, Faculty of Health and Life Sciences, Department of Psychology.
    Svensson, Idor
    Linnaeus University, Faculty of Health and Life Sciences, Department of Psychology.
    Decoding intervention for young students with mild intellectual disabilities: A single-subject design study2023In: Journal of Intellectual Disabilities, ISSN 1744-6295, E-ISSN 1744-6309Article in journal (Refereed)
    Abstract [en]

    Students with intellectual disabilities need more time and explicit instruction to develop word decoding. Most previous research on interventions among these students is performed in English. Therefore, the current study examined the impact of a word-decoding intervention in Swedish on individual students with intellectual disabilities. A single-subject-design study was conducted with five students with mild intellectual disability in the fourth grade. They needed to enhance decoding, and Swedish was their first language. Their word and non-word decoding was measured during the baseline and intervention phases. The intervention with the Wolff Intensive Program was delivered by special education teachers supporting phonemic decoding and reading fluency training during 25 sessions. All five students developed their decoding as they decoded more words in a given time (NAP=0.84-1.00) and decreased their decoding errors in both word and nonword decoding (NAP=0.72-1.00). The results are promising but need to be confirmed in additional studies.

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    Decoding intervention
  • 35.
    Fälth, Linda
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning. Linnaeus University, Linnaeus Knowledge Environments, Education in Change.
    Svensson, Elin
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Ström, Annika
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Intensive Phonological Training With Articulation-An Intervention Study to Boost Pupils' Word Decoding in Grade 12020In: Journal of Cognitive Education and Psychology, ISSN 1945-8959, E-ISSN 1810-7621, Vol. 19, no 2, p. 161-171Article in journal (Refereed)
    Abstract [en]

    The aim of this study is to examine how a structured intensive training period with a phonological multisensory reading training method, at the end of Grade 1, can develop pupils' ability to connect phonemes with the corresponding graphemes as well as their ability to decode. A total of 38 pupils in Grade 1 from four elementary schools participated in this randomized controlled trial (RCT) study. Of the 38 pupils 19 were randomly assigned to be part of the intervention group, the other 19 were included in the control group. The intervention involved 30 minutes of intensive training on a total of 20 sessions. The control group participated in regular reading lessons in the classroom. The study included pre- and posttesting of phonological awareness, letter knowledge, and decoding. The result shows that intensive phonological awareness training with articulation, during 20 sessions spread over 4-5 weeks, stimulates pupils' decoding ability in a positive direction.

  • 36.
    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.

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    An app as...
  • 37.
    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)
  • 38.
    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.

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    17-34 Linda Fälth
  • 39.
    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.

  • 40.
    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)
  • 41.
    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)
  • 42.
    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.

  • 43.
    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.

  • 44.
    Hallin, Anna Eva
    et al.
    Karolinska Institutet, Sweden.
    Danielsson, Henrik
    Linköping University, Sweden.
    Nordström, Thomas
    Linnaeus University, Faculty of Health and Life Sciences, Department of Psychology.
    Fälth, Linda
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning. Linnaeus University, Linnaeus Knowledge Environments, Education in Change.
    No learning loss in Sweden during the pandemic: Evidence from primary school reading assessments2022In: International Journal of Educational Research, ISSN 0883-0355, E-ISSN 1873-538X, Vol. 114, article id 102011Article in journal (Refereed)
    Abstract [en]

    The COVID-19 pandemic has led to worldwide school closures, with a risk of learning loss. Sweden kept primary schools open, but it is unknown whether student and teacher absence and pandemic-related stress factors affected teaching and student progress negatively. In this study, reading assessment data from 97,073 Swedish primary school students (grades 1-3) were analysed to investigate potential learning loss. Results showed that word decoding and reading comprehension scores were not lower during the pandemic compared to before the pandemic, that students from low socio-economic backgrounds were not especially affected, and that the proportion of students with weak decoding skills did not increase during the pandemic. Study limitations are discussed. We conclude that open schools benefitted Swedish primary school students.

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    fulltext
  • 45.
    Hallin, Anna Eva
    et al.
    Karolinska Institutet, Sweden.
    Danielsson, Henrik
    Linköping University, Sweden.
    Nordström, Thomas
    Linnaeus University, Faculty of Health and Life Sciences, Department of Psychology.
    Fälth, Linda
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning. Linnaeus University, Linnaeus Knowledge Environments, Education in Change.
    No learning loss in Sweden during the pandemic: Evidence from primary school reading assessments2022In: What Works Global Summit 2022: Recovery and resilience in crisis, conference theme Equity and inclusion, October 18-20, 2022Conference paper (Refereed)
    Download full text (pdf)
    fulltext
  • 46.
    Hellberg, Kristina
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Fälth, Linda
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Lundbäck, Birgitta
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Kulekrabater - Lek, lärande och undervisning: en lekintervention för att stärka barns deltagande i lek - en pilotstudie2021In: Specialpædagogik, ISSN 0107-0649, Vol. 41, no 4, p. 38-53Article in journal (Refereed)
    Abstract [sv]

    Andelen unga i åldern 16-24 år med psykiska symtom i form av ängslan, oro eller ångest har ökat från 20,5 procent 2008- 2009 till 28 procent 2014-2015. Ökningen gäller båda killar och tjejer (Myndigheten för ungdoms- och civilsamhällesfrågor, 2019). Ovanstående är oroväckande siffror. Gustafsson (2019) visar att tidig identifiering av känslomässiga och beteendemässiga problem hos barn i förskoleåldern är möjligt att göra. Förskolan spelar en viktig roll för att skapa en god lärandemiljö där leken spelar en viktig roll för barns sociala utveckling (Lillemyr, 2013; Skolverket, 2018). Mot bakgrund av ovanstående väcks frågan: Vad kan göras i förskolan för att förebygga ängslan och oro hos barn samt förebygga psykisk ohälsa senare i uppväxtåren? Denna fråga är central i föreliggande artikel som bygger på en lekintervention i en svensk förskola med syftet att stärka barnens sociala samspel.

  • 47.
    Lundbäck, Birgitta
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Fälth, Linda
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Leisure-time activities including children with special needs: a research overview2019In: International Journal for Research on Extended Education, ISSN 2196-3673, E-ISSN 2196-7423, Vol. 7, no 1, p. 20-35Article in journal (Refereed)
    Abstract [en]

    In Sweden and the other Scandinavian countries children are offered a curricular based combination of care and teaching before and after compulsory school hours. These leisure time centers, so-called fritidshem, are offered to children aged between 6 and 12 whose parents’ study or work, as well as to children that require special development support. The aim of this systematic literature review was to investigate how similar activities are described in international research. The focus was on children aged 6-12 who have been assessed to need special support. The initial step in this literature survey was the reading of 108 abstracts from academic articles. The second step included 21 articles that were read in their entirety. Fourteen of them met the sampling criteria and were included in the result section. The Nordic model combines care and curricular activities before and after compulsory school hours. In other countries activities taking place after school hours are separated into activities meeting children’s need of care and activities supplementing school. Another result that became clear in this research is the need of further studies to map pre- and after-school activities where children are simultaneously offered development support and care, with special focus on children in need of extra support.

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    Extendad education - overview
  • 48.
    Matta, Corrado
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Fälth, Linda
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Wernholm, Marina
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Andersson, Annika
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Raising our eyes from effects: The mechanistic rewards of integrating neuroimaging, behavioral measures and ethnographic methods in the study of an educational intervention2021In: Workshop: Mechanisms in the Sciences. Integrating Social and Biological Perspectives. September 27th and 28th, 2021: Department of Logic, History and Philosophy of Science. UNED-Madrid, 2021Conference paper (Refereed)
    Abstract [en]

    In this presentation, we describe an interdisciplinary research project in educational science from a philosophical point of view. The project aims to study the mechanisms behind an educational intervention (FonoMix) that is expected to positively affect phonological awareness in children during their first school year (at age 7 in Sweden). In this project, we propose to integrate neurophysiological measures – in the form of event-related potentials (ERP), behavioral measures – in the form of standardized tests, with ethnographic methods – in the form of classroom observations and interviews, in order to develop a theory of the mechanisms that connect FonoMix to its effect on phonological awareness.

    Phonological awareness (e.g., Torgesen, Wagner, and Rashotte 1994) is a theoretical term in linguistics and educational research used to describe a set of skills related to the capacity of identifying, distinguishing, and manipulating phonemes (examples of such skills are rhyming and alliteration) and is a robust predictor of reading development (e.g., Gathercole, Willis, and Baddeley 1991).FonoMix is a training program that utilizes a phonological, multi-sensory methodology for teaching reading by connecting visual, auditory, and kinaesthetic senses and by concretizing the relationship between phonemes and graphemes. Evidence suggests that FonoMix has a positive effect on phonological awareness (Fälth, Svensson, and Ström 2020). In our project, we attempt at explaining how, i.e., through which mechanisms, the program generates its effect. Our methodology consists of three parallel lines of investigation. The first consists of a study designed as a randomized controlled trial (RCT) based on a set of standardized tests, measuring the children’s phonological awareness and word decoding skills. The second consists of electrophysiological recordings of participating children to investigate the intervention’s effects on the neural processing of rhyming. Finally, the third line of investigation consists of an ethnographic study of the intervention as educational practice, using participant observation, interviews, and informal conversations with teachers and children. The novelty of our design is that we will integrate these results to develop a mechanistic theory of the intervention. In this presentation, we discuss the potential mechanistic rewards of our integrative project and focus on questions concerning how our integrative methodology can allow the development of a mechanistic theory of FonoMix, and what mechanisms we ultimately need. We argue that answering these questions requires a main preliminary assumption. This assumption rests on a shift from “mechanism of” to “mechanism for”. This means that appraising the relevance and completeness of a mechanistic model requires knowing how the model is going to be used. In our case, the goal of the mechanistic account is to support a recommendation for teachers. This entails the capacity of extrapolating the measured effect of the intervention over a set of classroom contexts with specific characteristics. From this point of view, we are able to discuss the rewards of our integrative approach. First, our project potentially improves on past effect size studies of FonoMix by accounting for how elements of classroom practice and event-related potential effects might modulate and/or mediate the effects measured using behavioral tests. This is an issue that has previously been widely discussed in the philosophy of evidence-based practice and policy (e.g., Grüne-Yanoff 2015; Marchionni and Reijula 2018). Specifying how certain factors modulate and/or mediate an intervention effect, allows extrapolating to further contexts. However,2 (3)we point out that this extrapolation requires knowledge of what class of confounders is specific for the relevant classroom context. This might be solved by some background theory, but in many cases the class of possible confounders is unknown. This clearly demonstrates the reward of using classroom ethnography. By putting the intervention into a concrete context, we might be able to observe which type of confounders emerge when the program is applied in a classroom. Hence, in this case, the mechanistic rewards of our project seem to be afforded by the integration of levels (the inclusion of a classroom context) and the integration of methods (using theory-building—in this case, ethnography, rather than theory-testing methods).The second related reward consists of the specification of the intervention variable. Effect-size studies conceive the intervention as an independent and ontologically coherent event. Classroom ethnography specifies the intervention variable as an array of practices mediated by relations and artifacts. This is important for supporting a recommendation for practitioners since different practitioners might apply the intervention differently. The final issue we discuss is the reward of adding electrophysiological measures. According to a widespread view, neuroscience provides mechanistic explanations(e.g., Zednik 2014). Therefore, there would seem to be a clear mechanistic reward in integrating ERP measures into our theory. However, we might ask what mechanism– that is, what network of entities and activities – an ERP effect reflects. It does not appear to track an entity (or set of entities), as it does not track a particular brain structure, but rather a pattern of electrophysiological activities. Therefore, the reward of including ERP recordings to the study is that of providing a thick description of the relationship between some of the entities involved in the effect of the intervention. In contrast with the first reward, we argue that this requires an integration of theories.

    References

    Fälth, Linda, Elin Svensson, and Annika Ström. 2020. “Intensive Phonological Training with Articulation—An Intervention Study to Boost Pupils’ Word Decoding in Grade 1.” Journal of Cognitive Education and Psychology, October. https://doi.org/10.1891/JCEP-D-20-00015.

    Gathercole, Susan E., Catherine Willis, and Alan D. Baddeley. 1991.“Differentiating Phonological Memory and Awareness of Rhyme: Readingand Vocabulary Development in Children.” British Journal of Psychology82 (3): 387–406. https://doi.org/10.1111/j.2044-8295.1991.tb02407.x.

    Grüne-Yanoff, Till. 2015. “WHY BEHAVIOURAL POLICY NEEDS MECHANISTIC EVIDENCE.” Economics and Philosophy, November, 1–21. https://doi.org/10.1017/S0266267115000425.

    Marchionni, Caterina, and Samuli Reijula. 2018. “What Is Mechanistic Evidence, and Why Do We Need It for Evidence-Based Policy?” Studies in History and Philosophy of Science Part A, August. https://doi.org/10.1016/j.shpsa.2018.08.003.

    McIntyre, Laureen, Susan Protz, and Lynn McQuarrie. 2008. “Exploring the Potential of LiPS Instruction for Beginning Readers.” Developmental Disabilities Bulletin 36: 18–48.

    Torgesen, Joseph K., Richard K. Wagner, and Carol A. Rashotte. 1994.“Longitudinal Studies of Phonological Processing and Reading.” Journal of Learning Disabilities 27 (5): 276–86.https://doi.org/10.1177/002221949402700503.

    Zednik, Carlos. 2014. “Are Systems Neuroscience Explanations Mechanistic?” In Preprint Volume for Philosophy Science Association 24th Biennial Meeting. Chicago, IL. http://philsci-archive.pitt.edu/10859/.3 (3)

  • 49.
    Mossige, Margunn
    et al.
    University of Stavanger, Norway.
    Bundgaard Svendsen, Helle
    VIA University College, Denmark.
    Almgren Bäck, Gunilla
    Linnaeus University, Faculty of Health and Life Sciences, Department of Psychology.
    Svensson, Idor
    Linnaeus University, Faculty of Health and Life Sciences, Department of Psychology.
    Dolmer, Grete
    VIA University College, Denmark.
    Fälth, Linda
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Berg Gøttsche, Nina
    VIA University College, Denmark.
    Rønneberg, Vibeke
    University of Stavanger, Norway.
    Selenius, Heidi
    Linnaeus University, Faculty of Health and Life Sciences, Department of Psychology.
    Study Protocol: Text Performers—Using Speech-to-Text Technology to Support Students With Dyslexia During Text Production2023In: Nordic Journal of Literacy Research, E-ISSN 2464-1596, Vol. 9, no 2, p. 99-123Article in journal (Refereed)
    Abstract [en]

    This protocol article describes the background, theoretical framework, and methods for two intervention studies using assistive technology to produce text. The participants will be 15 10–12-year-old students with dyslexia from Denmark, Norway, and Sweden. The first study aims to examine how an intervention focusing on using speech-to-text technology influences texts written by students with dyslexia, and the second study aims to investigate the writing process when students with dyslexia use speech-to-text technology. Study 1 uses a multiple baseline design, whereas Study 2 uses verbal protocols.

    Download full text (pdf)
    Study protocol
  • 50.
    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.

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