lnu.sePublications
Change search
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
Att främja läsutveckling i svenska som andraspråk: undervisning och tidiga insatser
Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.ORCID iD: 0000-0002-1506-8409
2023 (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]

According to The Simple View of Reading, both decoding and linguistic comprehension processes are needed for reading comprehension for L1 as well as L2 students. Previous research has shown that early support is important for students who struggle with reading. The thesis aims to investigate the role of decoding and comprehension for students learning to read in Swedish as L2 and how teaching and early special support can promote reading development. The first study in the thesis has a cross-sectional design and examines scores on decoding, vocabulary, and reading comprehension. The results showed that L2 students in grades 1-3 in Sweden had significantly weaker scores on all three tests than L1 students and that both decoding and vocabulary are related to reading comprehension. The results also showed that a significantly higher proprtion of L2 students were in need of extra support in reading. The second study is a systematic scoping review that identifies findings from reading intervention studies of L2 students. The results showed that additional small group or within-class programs can support L2 students when teaching is matched to their individual needs. The study also supported the view that instruction in skills in one language can transfer to skills in another. The third study has a between-groups design and investigates the impact of a Response to Intervention (RTI) model with a focus on decoding. The results showed that the RTI model had the potential to promote both L1 and L2 student's reading ability but to a lesser extent among L2 students. The forth study has a single subject design and examines the impact of a systematic word decoding intervention in Swedish for students learning Swedish as L2. All students improved their word decoding ability. In conclusion, it can be seen that differentiated balanced reading instruction and early support in an inclusive setting can promote reading ability in students learning Swedish as a second language. A second language perspective in early reading education is discussed.

Place, publisher, year, edition, pages
Växjö: Linnaeus University Press, 2023. , p. 119
Series
Linnaeus University Dissertations ; 505
Keywords [en]
reading, second language, inclusive special education, differentiation, balanced reading instruction, transfer
National Category
Specific Languages Didactics
Research subject
Pedagogics and Educational Sciences
Identifiers
URN: urn:nbn:se:lnu:diva-124958DOI: 10.15626/LUD.505.2023ISBN: 9789180820776 (print)ISBN: 9789180820783 (electronic)OAI: oai:DiVA.org:lnu-124958DiVA, id: diva2:1801217
Public defence
2023-10-20, Weber, Universitetsplatsen 1, 13:00 (Swedish)
Opponent
Supervisors
Funder
Swedish Research Council, 2017-06039Available from: 2023-09-29 Created: 2023-09-29 Last updated: 2024-03-13Bibliographically approved
List of papers
1. A cross-sectional study on reading among young L1 and L2 students in Sweden
Open this publication in new window or tab >>A cross-sectional study on reading among young L1 and L2 students in Sweden
2023 (English)In: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 38, no 2, p. 233-244Article in journal (Refereed) Published
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.

Place, publisher, year, edition, pages
Taylor & Francis Group, 2023
Keywords
L2, primary school, decoding, vocabulary, reading comprehension, cross-sectional
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-110761 (URN)10.1080/08856257.2022.2050973 (DOI)000766106000001 ()2-s2.0-85126352507 (Scopus ID)
Available from: 2022-03-09 Created: 2022-03-09 Last updated: 2023-09-29Bibliographically approved
2. Reading Interventions in a Second Language: A Systematic Scoping Review
Open this publication in new window or tab >>Reading Interventions in a Second Language: A Systematic Scoping Review
(English)Manuscript (preprint) (Other academic)
Keywords
word decoding, reading comprehension, second language, intervention 
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-125011 (URN)
Available from: 2023-10-02 Created: 2023-10-02 Last updated: 2024-11-08Bibliographically approved
3. Promoting decoding among young students with Swedish as a first and second language within a response to intervention model
Open this publication in new window or tab >>Promoting decoding among young students with Swedish as a first and second language within a response to intervention model
Show others...
2023 (English)In: Journal of Childhood, Education & Society, E-ISSN 2717-638X, Vol. 4, no 2, p. 176-192Article in journal (Refereed) Published
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.

Place, publisher, year, edition, pages
Journal of Childhood, Education and Society, 2023
Keywords
RTI, Swedish as a second language, reading, young students
National Category
Pedagogy
Research subject
Education, Special Education
Identifiers
urn:nbn:se:lnu:diva-123291 (URN)10.37291/2717638x.202342282 (DOI)2-s2.0-85168825514 (Scopus ID)
Funder
Swedish Research Council, 2017-06039
Available from: 2023-07-15 Created: 2023-07-15 Last updated: 2023-11-21Bibliographically approved
4. Decoding intervention for L2 students in Sweden: A single-subject design study
Open this publication in new window or tab >>Decoding intervention for L2 students in Sweden: A single-subject design study
2023 (English)In: Reading in a Foreign Language, ISSN 0264-2425, E-ISSN 1539-0578, Vol. 35, no 2, p. 247-269Article in journal (Refereed) Published
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.

Place, publisher, year, edition, pages
University of Hawaii, 2023
Keywords
decoding, bilingual education, instructional intervention, Swedish
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-125013 (URN)001088785300005 ()2-s2.0-85174910714 (Scopus ID)
Note

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.

Available from: 2023-10-02 Created: 2023-10-02 Last updated: 2023-11-15Bibliographically approved

Open Access in DiVA

Comprehensive summary(4380 kB)2572 downloads
File information
File name FULLTEXT01.pdfFile size 4380 kBChecksum SHA-512
6fd5c5c8d3dd2369fb4590a879c6cd66529f8e9cfb35406c0d199763dd621e6e5cbec63e16f904148cb331613b13690734a9401c48ceefe5a9b1c6156ab4f888
Type fulltextMimetype application/pdf

Other links

Publisher's full textBuy Book (SEK 250 + VAT and postage) lnupress@lnu.se

Authority records

Egerhag, Helén

Search in DiVA

By author/editor
Egerhag, Helén
By organisation
Department of Pedagogy and Learning
Specific LanguagesDidactics

Search outside of DiVA

GoogleGoogle Scholar
Total: 2572 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: 10498 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