lnu.sePublications
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Assisterande teknik - att ta till sig och producera text: Ett stöd för elever i anpassad grund- ochgymnasieskola
Linnaeus University, Faculty of Health and Life Sciences, Department of Psychology.ORCID iD: 0000-0003-4570-6288
2024 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Sustainable development
SDG 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
Abstract [en]

Many students with intellectual disability experience significant difficulties in assimilating written text through reading and even more struggle with writing. This dissertation aims to investigate whether assistive technologies such as text-to-speech and speech-to-text contribute to providing more opportunities for students with intellectual disability to assimilate and produce text. The first study in the dissertation was a crosssectional study that examined reading and listening comprehension abilities among 70 students with mild or moderate intellectual disability in the age group of 16 to 22 years. The results showed that the students had weak decoding and reading comprehension skills and better listening comprehension. This was particularly evident for students with moderate intellectual disability. In the second study, five fourth-grade students with mild intellectual disability received a decoding intervention. Using a single-subject design, the study demonstrated that all students increased the number of decoded words after the intervention, albeit to varying degrees. For some students, additional decoding training could prove beneficial, while others require alternative approaches. The third study employed a quasi-experimental wait-list control group design involving 41 students with mild or moderate intellectual disability in upper secondary school for pupils with intellectual disability. The purpose was to investigate whether the students further increased their listening comprehension abilities after a period of intervention with text-to-speech. Additionally, there was an interest in monitoring the development of decoding skills during the intervention. The results confirmed that the students assimilated text better through listening and improved even further with listening comprehension training, but no significant differences were found. The students also improved in decoding despite not specifically training for it. The fourth study utilized a single-subject design with four students with mild intellectual disability aged 10 to 14 years. The students were trained to use speech-to-text to produce words and sentences in writing. Three of the students could hardly produce anything in writing via handwriting, while one student could read and write traditionally. However, the results showed that all students increased the number of produced words and sentences and their text quality compared to writing by hand or keyboard. In summary, the results of the four studies demonstrate that many students with intellectual disability have significant difficulties assimilating and producing text through reading and writing traditionally. Most of the students also demonstrated better listening comprehension than reading comprehension. When alternatives such as text-to-speech and speech-to-text were provided, the conditions for understanding the content of written text and the opportunities for producing written text improved. An important conclusion that can be drawn from the studies is also that students with moderate intellectual disabilities may be assumed to face greater difficulties than they actually do if they are only offered traditional reading and writing methods.

Place, publisher, year, edition, pages
Växjö: Linnaeus University Press, 2024. , p. 75
Series
Linnaeus University Dissertations ; 528
Keywords [en]
assistive technology, text-to-speech, speech-to-text, listening comprehension, reading comprehension, decoding, intellectual disability
National Category
Applied Psychology Didactics
Research subject
Social Sciences, Psychology
Identifiers
URN: urn:nbn:se:lnu:diva-129531DOI: 10.15626/LUD.528.2024ISBN: 9789180821636 (print)ISBN: 9789180821643 (electronic)OAI: oai:DiVA.org:lnu-129531DiVA, id: diva2:1859972
Public defence
2024-06-14, Newton, hus C, Växjö, 13:15 (Swedish)
Opponent
Supervisors
Available from: 2024-05-23 Created: 2024-05-23 Last updated: 2024-05-23Bibliographically approved
List of papers
1. Reading Ability and a Comparison of Reading and Listening Comprehension for Students Aged 16–22 with Intellectual Disability
Open this publication in new window or tab >>Reading Ability and a Comparison of Reading and Listening Comprehension for Students Aged 16–22 with Intellectual Disability
2024 (English)In: International journal of disability, development and education, ISSN 1034-912X, E-ISSN 1465-346X, p. 1-16Article in journal (Refereed) Epub ahead of print
Abstract [en]

Many studies have examined students with reading and writing difficulties. However, relatively little research has examined reading difficulties in students with intellectual disabilities (ID). The present study included 70 students, 46 with mild and 24 with moderate ID, from six different upper secondary schools for students with ID in southern Sweden. The study had the following aims: first to investigate the students’ reading ability, and second to compare students’ reading and listening abilities. The results revealed that few of the students reached the average decoding and reading comprehension levels for grade 3 students in compulsory school. Furthermore, students generally performed better on listening comprehension than reading comprehension, and this benefit was particularly prominent for students with moderate ID. These findings suggest that systematically practicing listening comprehension may help students with ID increase text assimilation. However, more research is needed to confirm this possibility.

Place, publisher, year, edition, pages
Taylor & Francis Group, 2024
Keywords
intellectual disabilities, reading comprehension, listening comprehension, decoding, upper secondary school
National Category
Psychology
Research subject
Social Sciences, Psychology
Identifiers
urn:nbn:se:lnu:diva-129395 (URN)10.1080/1034912x.2024.2355341 (DOI)001222398600001 ()2-s2.0-85193005110 (Scopus ID)
Available from: 2024-05-17 Created: 2024-05-17 Last updated: 2024-05-28
2. Decoding intervention for young students with mild intellectual disabilities: A single-subject design study
Open this publication in new window or tab >>Decoding intervention for young students with mild intellectual disabilities: A single-subject design study
2023 (English)In: Journal of Intellectual Disabilities, ISSN 1744-6295, E-ISSN 1744-6309Article in journal (Refereed) Epub ahead of print
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.

Place, publisher, year, edition, pages
Sage Publications, 2023
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-125756 (URN)10.1177/17446295231208819 (DOI)001100883000001 ()2-s2.0-85176789661 (Scopus ID)
Available from: 2023-11-21 Created: 2023-11-21 Last updated: 2024-05-23
3. Impact of text-to-speech on assimilating text for students with intellectual disability
Open this publication in new window or tab >>Impact of text-to-speech on assimilating text for students with intellectual disability
Show others...
(English)Manuscript (preprint) (Other academic)
National Category
Psychology (excluding Applied Psychology)
Research subject
Social Sciences, Psychology
Identifiers
urn:nbn:se:lnu:diva-129533 (URN)
Available from: 2024-05-23 Created: 2024-05-23 Last updated: 2024-05-23
4. Speech-to-text intervention to support text production for students with intellectual disabilities
Open this publication in new window or tab >>Speech-to-text intervention to support text production for students with intellectual disabilities
Show others...
(English)Manuscript (preprint) (Other academic)
National Category
Psychology (excluding Applied Psychology)
Research subject
Social Sciences, Psychology
Identifiers
urn:nbn:se:lnu:diva-129534 (URN)
Available from: 2024-05-23 Created: 2024-05-23 Last updated: 2024-05-23

Open Access in DiVA

Comprehensive summary(2748 kB)100 downloads
File information
File name FULLTEXT01.pdfFile size 2748 kBChecksum SHA-512
f86c60266c3da4e60679e7f66231267b4fbdad301856ad55685d21702e4c89610bda3437ebeabfdf1737b4ca5cb2164cacaa4afb4252943e56d82c649912a891
Type fulltextMimetype application/pdf

Other links

Publisher's full text

Authority records

Sand, Christina

Search in DiVA

By author/editor
Sand, Christina
By organisation
Department of Psychology
Applied PsychologyDidactics

Search outside of DiVA

GoogleGoogle Scholar
Total: 100 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

doi
isbn
urn-nbn

Altmetric score

doi
isbn
urn-nbn
Total: 507 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf