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Gustafson, Stefan
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Publikasjoner (10 av 37) Visa alla publikasjoner
Lindeblad, E., Nilsson, S., Gustafson, S. & Svensson, I. (2017). Assistive technology as reading interventions for children with reading impairments with a one-year follow-up. Disability and Rehabilitation: Assistive Technology, 12(7), 713-724
Åpne denne publikasjonen i ny fane eller vindu >>Assistive technology as reading interventions for children with reading impairments with a one-year follow-up
2017 (engelsk)Inngår i: Disability and Rehabilitation: Assistive Technology, ISSN 1748-3107, E-ISSN 1748-3115, Vol. 12, nr 7, s. 713-724Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

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

sted, utgiver, år, opplag, sider
Taylor & Francis, 2017
Emneord
Assistive technology; dyslexia; independent learning; reading development; reading impairment; school motivation; smartphone; tablets
HSV kategori
Identifikatorer
urn:nbn:se:liu:diva-146344 (URN)10.1080/17483107.2016.1253116 (DOI)27924656 (PubMedID)
Tilgjengelig fra: 2018-04-07 Laget: 2018-04-07 Sist oppdatert: 2018-04-07
Carlsson, J., Gustafson, S., Samuelsson, J. & Andersson, U. (2017). Effects of playing number games on 6-year-old children’s number knowledge and skills. Linköping studies in Behavioral Science
Åpne denne publikasjonen i ny fane eller vindu >>Effects of playing number games on 6-year-old children’s number knowledge and skills
2017 (engelsk)Inngår i: Linköping studies in Behavioral Science, ISSN 1654-2029Artikkel i tidsskrift (Fagfellevurdert) Published
HSV kategori
Identifikatorer
urn:nbn:se:liu:diva-158109 (URN)
Tilgjengelig fra: 2019-06-25 Laget: 2019-06-25 Sist oppdatert: 2019-08-08bibliografisk kontrollert
Elofsson, J., Gustafson, S., Samuelsson, J. & Träff, U. (2016). Playing number board games supports 5-year-old children's early mathematical development. Journal of Mathematical Behavior, 43, 134-147
Åpne denne publikasjonen i ny fane eller vindu >>Playing number board games supports 5-year-old children's early mathematical development
2016 (engelsk)Inngår i: Journal of Mathematical Behavior, ISSN 0732-3123, E-ISSN 1873-8028, Vol. 43, s. 134-147Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

The study examined effects of playing number games (linear number board game, circular number board game, and nonlinear numerical activities) on the development of number knowledge and early arithmetic. A passive control group was also included in the design. 114 5-year-old preschool children participated. Four tasks (number line estimation, counting, naming Arabic numbers, and arithmetic calculation) were used as dependent measures. Children assigned to an intervention participated in six 10-min sessions during a period of three weeks. Children playing the linear number board game improved their performance on the number line estimation task, while children playing the other games did not. Furthermore, children playing the linear number board game showed a substantial enhancement of their calculation performance. The positive effects of playing linear number board games support the representational mapping hypothesis. The finding concerning calculation provides support to the assumption that a linear representation is important for early arithmetical learning.

sted, utgiver, år, opplag, sider
Oxford: Elsevier, 2016
Emneord
Linear number board games, Intervention, Preschoolers, Number line estimation, Arithmetic
HSV kategori
Identifikatorer
urn:nbn:se:liu:diva-137476 (URN)10.1016/j.jmathb.2016.07.003 (DOI)
Tilgjengelig fra: 2017-05-17 Laget: 2017-05-17 Sist oppdatert: 2017-06-02bibliografisk kontrollert
Elwér, Å., Gustafson, S., Byrne, B., Olson, R. K., Keenan, J. M. & Samuelsson, S. (2015). A retrospective longitudinal study of cognitive and language skills in poor reading comprehension. Scandinavian Journal of Psychology, 56(2), 157-166
Åpne denne publikasjonen i ny fane eller vindu >>A retrospective longitudinal study of cognitive and language skills in poor reading comprehension
Vise andre…
2015 (engelsk)Inngår i: Scandinavian Journal of Psychology, ISSN 0036-5564, E-ISSN 1467-9450, Vol. 56, nr 2, s. 157-166Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Fifty-six specific poor reading comprehenders (SPRC) were selected in Grade 4 and retrospectively compared to good comprehenders at preschool (age 5) and at the end of kindergarten, Grade 1, and Grade 2. The results revealed deficits in vocabulary, grammar, verbal memory and early deficits in phonological awareness in most of the SPRC sample, beginning in preschool. The reading comprehension deficits in children with SPRC were not as marked in earlier assessments in Grade 1 and 2, probably because of the greater dependence on word decoding in reading comprehension in the early grades.

sted, utgiver, år, opplag, sider
Wiley: 24 months, 2015
Emneord
Poor comprehenders; reading comprehension; longitudinal study; preschool language skills; core deficits
HSV kategori
Identifikatorer
urn:nbn:se:liu:diva-117225 (URN)10.1111/sjop.12188 (DOI)000351217500006 ()25581078 (PubMedID)
Merknad

Funding Agencies|National Institute of Health [2 P50 HD27802, 1 R01 HD38562]; Swedish Research Council [345-2002-3701, PDOKJ028/2006:1]; Riksbankens Jubileumsfond; Knut and Alice Wallenberg Foundation [PDOKJ028/2006:1]

Tilgjengelig fra: 2015-04-22 Laget: 2015-04-21 Sist oppdatert: 2017-12-04
Lindeblad, E., Svensson, I. & Gustafson, S. (2015). Self-concepts and psychological well-being assessed by Beck Youth Inventory among pupils with reading difficulties. Reading Psychology, 1-21
Åpne denne publikasjonen i ny fane eller vindu >>Self-concepts and psychological well-being assessed by Beck Youth Inventory among pupils with reading difficulties
2015 (engelsk)Inngår i: Reading Psychology, ISSN 0270-2711, E-ISSN 1521-0685, s. 1-21Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

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

HSV kategori
Identifikatorer
urn:nbn:se:liu:diva-123047 (URN)10.1080/02702711.2015.1060092 (DOI)
Tilgjengelig fra: 2015-12-03 Laget: 2015-12-03 Sist oppdatert: 2017-12-01
Elwér, Å., Gustafson, S., Byrne, B., Olson, R., Keenan, J. & Samuelsson, S. (2014). A Retrospective Longitudinal Study of Cognitive and Language Skills in Poor Reading Comprehension.
Åpne denne publikasjonen i ny fane eller vindu >>A Retrospective Longitudinal Study of Cognitive and Language Skills in Poor Reading Comprehension
Vise andre…
2014 (engelsk)Manuskript (preprint) (Annet vitenskapelig)
Abstract [en]

Fifty-six specific poor reading comprehenders (SPRC) were selected in grade 4 and retrospectively compared to good comprehenders at preschool age 5 and at the end of kindergarten, grade 1 and 2. The results showed a widespread language-deficit profile in children with SPRC, including deficits in vocabulary, grammar, verbal memory and early phonological awareness in a large part of the sample beginning in preschool. The reading comprehension deficits in children with SPRC were not as apparent in earlier assessments at grade 1 and 2, likely because of the greater dependence on word decoding in reading comprehension in the early grades.

Emneord
poor comprehenders, reading comprehension, longitudinal study, preschool language skills, core deficits
HSV kategori
Identifikatorer
urn:nbn:se:liu:diva-110034 (URN)
Tilgjengelig fra: 2014-09-01 Laget: 2014-09-01 Sist oppdatert: 2014-09-01bibliografisk kontrollert
Fälth, L., Gustafson, S., Tjus, T. & Svensson, I. (2014). Lärarnas erfarenheter av deltagande i en datorbaserad interventionsstudie som syftar till att öka elevernas läsförmåga. Acta Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge, 8(1), 1-15
Åpne denne publikasjonen i ny fane eller vindu >>Lärarnas erfarenheter av deltagande i en datorbaserad interventionsstudie som syftar till att öka elevernas läsförmåga
2014 (svensk)Inngår i: Acta Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge, ISSN 1504-9922, E-ISSN 1504-9922, Vol. 8, nr 1, s. 1-15Artikkel i tidsskrift (Fagfellevurdert) Published
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.

HSV kategori
Identifikatorer
urn:nbn:se:liu:diva-123045 (URN)
Tilgjengelig fra: 2015-12-03 Laget: 2015-12-03 Sist oppdatert: 2017-12-01
Elwér, Å., Furnes, B., Gustafson, S. & Samuelsson, S. (2014). Pattern of Preschool Prediction of Reading Comprehension Impairment: A 10 Year Longitudinal Study.
Åpne denne publikasjonen i ny fane eller vindu >>Pattern of Preschool Prediction of Reading Comprehension Impairment: A 10 Year Longitudinal Study
2014 (engelsk)Manuskript (preprint) (Annet vitenskapelig)
Abstract [en]

Compromised reading comprehension will invariably influence future academic achievements. In reading research there has been an emphasis on early identification of poor decoders to reduce future difficulties. Only a few studies have examined preschool prediction of reading comprehension impairments beyond the first grades of school, and these studies have presented different patterns of results. As studies have mostly been conducted in English; it is unclear how the results generalize to languages with transparent orthographies. In this study, a Swedish and a Norwegian twin sample were used to predict reading comprehension and decoding impairments in grade 2, 4 and 8/9 from preschool. The results suggested an important role for RAN and verbal memory. Compromised RAN was consistently associated with the poor decoders, as well as in identifying poor reading comprehenders in grade 8/9. Verbal memory tasks at preschool contributed to the identification of children with reading comprehension impairment across grades.

Emneord
Reading comprehension, reading disabilities, longitudinal study
HSV kategori
Identifikatorer
urn:nbn:se:liu:diva-110035 (URN)
Tilgjengelig fra: 2014-09-01 Laget: 2014-09-01 Sist oppdatert: 2014-09-01bibliografisk kontrollert
Gustafson, S., Svensson, I. & Falth, L. (2014). Response to Intervention and Dynamic Assessment: Implementing Systematic, Dynamic and Individualised Interventions in Primary School. International journal of disability, development and education, 61(1), 27-43
Åpne denne publikasjonen i ny fane eller vindu >>Response to Intervention and Dynamic Assessment: Implementing Systematic, Dynamic and Individualised Interventions in Primary School
2014 (engelsk)Inngår i: International journal of disability, development and education, ISSN 1034-912X, E-ISSN 1465-346X, Vol. 61, nr 1, s. 27-43Artikkel i tidsskrift (Fagfellevurdert) Published
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.

sted, utgiver, år, opplag, sider
Taylor and Francis (Routledge): SSH Titles, 2014
Emneord
diagnosis; intervention; dyslexia; primary school; response to intervention; dynamic assessment; reading disability; reading instruction
HSV kategori
Identifikatorer
urn:nbn:se:liu:diva-106525 (URN)10.1080/1034912X.2014.878538 (DOI)000334035300004 ()
Tilgjengelig fra: 2014-05-12 Laget: 2014-05-09 Sist oppdatert: 2017-12-05
Fälth, L., Svensson, I., Carlsson, S. & Gustafson, S. (2014). Self-image and reading development: the effect of self-image on reading development among pupils in grade 2. The Online Journal of Counseling and Education, 3, 17-34
Åpne denne publikasjonen i ny fane eller vindu >>Self-image and reading development: the effect of self-image on reading development among pupils in grade 2
2014 (engelsk)Inngår i: The Online Journal of Counseling and Education, ISSN 2146-8192, Vol. 3, s. 17-34Artikkel i tidsskrift (Fagfellevurdert) Published
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 year

The 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.

Emneord
children, computer-assisted intervention, reading disability, self-image
HSV kategori
Identifikatorer
urn:nbn:se:liu:diva-123046 (URN)
Tilgjengelig fra: 2015-12-03 Laget: 2015-12-03 Sist oppdatert: 2015-12-22
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