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Samuelsson, Stefan
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Publications (10 of 127) Show all publications
Leijon, I., Ingemansson, F., Nelson, N., Samuelsson, S. & Wadsby, M. (2018). Children with a very low birthweight showed poorer reading skills at eight years of age but caught up in most areas by the age of 10. Acta Paediatrica
Open this publication in new window or tab >>Children with a very low birthweight showed poorer reading skills at eight years of age but caught up in most areas by the age of 10
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2018 (English)In: Acta Paediatrica, ISSN 0803-5253, E-ISSN 1651-2227Article in journal (Refereed) Epub ahead of print
Abstract [en]

AIM: We evaluated the development of reading skills in very low birthweight (VLBW) children and controls at 8-10 years of age.

METHODS: This study was part of a longitudinal study of VLBW infants born between January 1998 and December 1999 in Sweden. We recruited 49 VLBW children and 44 sex and age-matched full-term controls when they started school at the age of seven and tested them using identical methods for decoding, rapid naming ability, reading comprehension, and spelling and cognitive skills at about eight and 10 years of age. Univariate analysis of variance was performed to assess the effects of VLBW on reading performance at each age and to evaluate the differences between the groups and ages.

RESULTS: Very low birthweight children scored significantly lower in all domains of reading at 7.8 ± 0.3 years, but the performance gap had narrowed by 9.8 ± 0.3 years. Significant catch-up gains were found in phonological awareness, rapid naming ability and reading comprehension. The differences between the groups were minor at 10 years, when controlled for non-verbal cognition.

CONCLUSION: Very low birthweight children demonstrated worse reading performance at eight years of age than term-born controls. The gap in reading skills between the groups had largely narrowed two years later.

Place, publisher, year, edition, pages
Wiley-Blackwell Publishing Inc., 2018
Keywords
Cognition, development, reading skills, schoolchildren, very low birthweight
National Category
Pediatrics
Identifiers
urn:nbn:se:liu:diva-148121 (URN)10.1111/apa.14377 (DOI)29706015 (PubMedID)2-s2.0-85047526972 (Scopus ID)
Available from: 2018-05-30 Created: 2018-05-30 Last updated: 2018-06-08Bibliographically approved
Peterson, R. L., Arnett, A. B., Pennington, B. F., Byrne, B., Samuelsson, S. & Olson, R. K. (2018). Literacy acquisition influences children's rapid automatized naming. Developmental Science, 21(3), Article ID e12589.
Open this publication in new window or tab >>Literacy acquisition influences children's rapid automatized naming
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2018 (English)In: Developmental Science, ISSN 1363-755X, E-ISSN 1467-7687, Vol. 21, no 3, article id e12589Article in journal (Refereed) Published
Abstract [en]

Previous research has established that learning to read improves children's performance on reading‐related phonological tasks, including phoneme awareness (PA) and nonword repetition. Few studies have investigated whether literacy acquisition also promotes children's rapid automatized naming (RAN). We tested the hypothesis that literacy acquisition should influence RAN in an international, longitudinal population sample of twins. Cross‐lagged path models evaluated the relationships among literacy, PA, and RAN across four time points from pre‐kindergarten through grade 4. Consistent with previous research, literacy showed bidirectional relationships with reading‐related oral language skills. We found novel evidence for an effect of earlier literacy on later RAN, which was most evident in children at early phases of literacy development. In contrast, the influence of earlier RAN on later literacy was predominant among older children. These findings imply that the association between these two related skills is moderated by development. Implications for models of reading development and for dyslexia research are discussed.

Place, publisher, year, edition, pages
Wiley-Blackwell Publishing Inc., 2018
National Category
Social Sciences Psychology
Identifiers
urn:nbn:se:liu:diva-147319 (URN)10.1111/desc.12589 (DOI)000430119100033 ()28812316 (PubMedID)2-s2.0-85045288475 (Scopus ID)
Note

Funding agencies: Eunice Kennedy Shriver National Institute of Child Health and Human Development [HD27802, HD38526, HD49027]; Australian Research Council [DP0663498, DP0770805]

Available from: 2018-04-17 Created: 2018-04-17 Last updated: 2018-05-14Bibliographically approved
Olson, R. K., Keenan, J. M., Byrne, B. & Samuelsson, S. (2017). Genetic and environmental influences on the development of reading and related skills. In: Cain, K., Compton, D. L., & Parrila, R. K (Ed.), Theories of Reading Development: (pp. 33-54). John Benjamins Publishing Company
Open this publication in new window or tab >>Genetic and environmental influences on the development of reading and related skills
2017 (English)In: Theories of Reading Development / [ed] Cain, K., Compton, D. L., & Parrila, R. K, John Benjamins Publishing Company, 2017, p. 33-54Chapter in book (Refereed)
Place, publisher, year, edition, pages
John Benjamins Publishing Company, 2017
National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-140659 (URN)10.1075/swll.15.03ols (DOI)9789027218117 (ISBN)
Available from: 2017-09-07 Created: 2017-09-07 Last updated: 2017-09-15Bibliographically approved
Leijon, I., Ingemansson, F., Nelson Follin, N., Wadsby, M. & Samuelsson, S. (2016). Reading deficits in very low birthweight children are associated withvocabulary and attention issues at the age of seven. Acta Paediatrica, 105(1), 60-68
Open this publication in new window or tab >>Reading deficits in very low birthweight children are associated withvocabulary and attention issues at the age of seven
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2016 (English)In: Acta Paediatrica, ISSN 0803-5253, E-ISSN 1651-2227, Vol. 105, no 1, p. 60-68Article in journal (Refereed) Published
Abstract [en]

AimThis Swedish study compared reading skills between seven-year-old children with a very low birthweight (VLBW) and controls with a normal birthweight, exploring associations between reading variables and cognition, parent-rated behaviour, perinatal factors and family factors. MethodsWe studied 51 VLBW children, with no major neurodevelopmental impairments and attending their first year at a regular school, and compared them with the 51 sex- and age-matched controls. The test battery, carried out at 7.80.4years of age, included reading skills, the Wechsler Intelligence Scale for Children - III and the Child Behaviour Checklist. ResultsVery low birthweight children with a mean birthweight of 1105g (+/- 291g) and a gestational age of 28.8 (+/- 2.2) weeks scored significantly lower in all reading subtests and cognition and demonstrated more behavioural problems than normal birthweight controls. We also found significant associations between poor vocabulary, combined with attention problems, and phonological awareness, rapid naming and spelling control. Perinatal factors had no association with reading function, and socio-economic factors had very few. ConclusionVery low birthweight children demonstrated deficits in all reading domains and had poorer cognition and more behavioural problems at the age of seven, with reading ability related to vocabulary and attention.

Place, publisher, year, edition, pages
Wiley-Blackwell, 2016
Keywords
Behavioural problems; Parental factors; Reading ability; School children; Very low birthweight
National Category
Clinical Medicine Educational Sciences
Identifiers
urn:nbn:se:liu:diva-124471 (URN)10.1111/apa.13094 (DOI)000367728500022 ()26098907 (PubMedID)
Note

Funding Agencies|Medical Research Council of Southeast Sweden; Futurum - The Academy of Health Care; Jonkoping County Council; Ostergotland County Council; Linkoping University

Available from: 2016-02-02 Created: 2016-02-01 Last updated: 2017-11-30Bibliographically approved
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
Open this publication in new window or tab >>A retrospective longitudinal study of cognitive and language skills in poor reading comprehension
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2015 (English)In: Scandinavian Journal of Psychology, ISSN 0036-5564, E-ISSN 1467-9450, Vol. 56, no 2, p. 157-166Article in journal (Refereed) 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.

Place, publisher, year, edition, pages
Wiley: 24 months, 2015
Keywords
Poor comprehenders; reading comprehension; longitudinal study; preschool language skills; core deficits
National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-117225 (URN)10.1111/sjop.12188 (DOI)000351217500006 ()25581078 (PubMedID)
Note

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]

Available from: 2015-04-22 Created: 2015-04-21 Last updated: 2017-12-04
Christopher, M., Hulslander, J., Byrne, B., Samuelsson, S., Keenan, J., Pennington, B., . . . Olson, R. (2015). Genetic and environmental etiologies of the longitudinal relations between prereading skills and reading. Child Development, 86(2), 342-361
Open this publication in new window or tab >>Genetic and environmental etiologies of the longitudinal relations between prereading skills and reading
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2015 (English)In: Child Development, ISSN 0009-3920, E-ISSN 1467-8624, Vol. 86, no 2, p. 342-361Article in journal (Refereed) Published
Abstract [en]

The present study explored the environmental and genetic etiologies of the longitudinal relations between prereading skills and reading and spelling. Twin pairs (n = 489) were assessed before kindergarten (M = 4.9 years), post-first grade (M = 7.4 years), and post-fourth grade (M = 10.4 years). Genetic influences on five prereading skills (print knowledge, rapid naming, phonological awareness, vocabulary, and verbal memory) were primarily responsible for relations with word reading and spelling. However, relations with post-fourth-grade reading comprehension were due to both genetic and shared environmental influences. Genetic and shared environmental influences that were common among the prereading variables covaried with reading and spelling, as did genetic influences unique to verbal memory (only post-fourth-grade comprehension), print knowledge, and rapid naming.

Place, publisher, year, edition, pages
Wiley, 2015
National Category
Psychology
Identifiers
urn:nbn:se:liu:diva-116486 (URN)10.1111/cdev.12295 (DOI)000352104000002 ()25263167 (PubMedID)
Available from: 2015-03-27 Created: 2015-03-27 Last updated: 2017-12-04
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.
Open this publication in new window or tab >>A Retrospective Longitudinal Study of Cognitive and Language Skills in Poor Reading Comprehension
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2014 (English)Manuscript (preprint) (Other academic)
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.

Keywords
poor comprehenders, reading comprehension, longitudinal study, preschool language skills, core deficits
National Category
Educational Sciences Didactics
Identifiers
urn:nbn:se:liu:diva-110034 (URN)
Available from: 2014-09-01 Created: 2014-09-01 Last updated: 2014-09-01Bibliographically approved
Wadsby, M., Nelson, N., Ingemansson, F., Samuelsson, S. & Leijon, I. (2014). Behaviour problems and cortisol levels in very-low-birth-weight children. Nordic Journal of Psychiatry, 68(8), 626-632
Open this publication in new window or tab >>Behaviour problems and cortisol levels in very-low-birth-weight children
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2014 (English)In: Nordic Journal of Psychiatry, ISSN 0803-9488, E-ISSN 1502-4725, Vol. 68, no 8, p. 626-632Article in journal (Refereed) Published
Abstract [en]

Background. There are still diverging results concerning the behaviour of children with very-low-birth-weight (VLBW) and they have been questioned to display different levels of stress hormone than normal-birth-weight (NBW) children. Aims. This study examined behaviour and the stress hormone cortisol in children with VLBW at the ages of 7 and 9 years compared with children with NBW. Results. Fifty-one VLBW and 50 NBW children were studied with the Child Behavior Checklist. Cortisol rhythm was measured through saliva samples three times a day for 2 days. VLBW children displayed more behavioural problems than NBW children, specifically social and attention problems, although still within normal ranges. They showed lower cortisol levels both at 7 and 9 years of age. No strong association between behaviour and cortisol levels was shown. Conclusion. VLBW children display more behaviour problems compared with NBW children but both groups score are within the normal range. Down-regulation of their hypothalamic-pituitary-adrenal (HPA) function in terms of lower cortisol levels is also noted.

Place, publisher, year, edition, pages
Informa Healthcare, 2014
Keywords
Behaviour problems; Follow-up study; Stress hormone; Very-low-birth-weight
National Category
Clinical Medicine Educational Sciences
Identifiers
urn:nbn:se:liu:diva-112627 (URN)10.3109/08039488.2014.907341 (DOI)000343980600015 ()24802123 (PubMedID)
Available from: 2014-12-08 Created: 2014-12-05 Last updated: 2017-12-05
Byrne, B., Samuelsson, S. & Olson, R. (2014). Dyslexia. In: Andrew Holliman (Ed.), The Routledge international companion to educational psychology: (pp. 297-306). London: Routledge
Open this publication in new window or tab >>Dyslexia
2014 (English)In: The Routledge international companion to educational psychology / [ed] Andrew Holliman, London: Routledge, 2014, p. 297-306Chapter in book (Other academic)
Place, publisher, year, edition, pages
London: Routledge, 2014
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-111017 (URN)9780415675581 (ISBN)978-0-415-67560-4 (ISBN)
Available from: 2014-10-03 Created: 2014-10-03 Last updated: 2014-10-16Bibliographically approved
Elwér, Å., Furnes, B., Gustafson, S. & Samuelsson, S. (2014). Pattern of Preschool Prediction of Reading Comprehension Impairment: A 10 Year Longitudinal Study.
Open this publication in new window or tab >>Pattern of Preschool Prediction of Reading Comprehension Impairment: A 10 Year Longitudinal Study
2014 (English)Manuscript (preprint) (Other academic)
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.

Keywords
Reading comprehension, reading disabilities, longitudinal study
National Category
Educational Sciences Didactics
Identifiers
urn:nbn:se:liu:diva-110035 (URN)
Available from: 2014-09-01 Created: 2014-09-01 Last updated: 2014-09-01Bibliographically approved
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