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Nordström, T., Nilsson, S., Gustafson, S. & Svensson, I. (2019). Assistive technology applications for students with reading difficulties: special education teachers experiences and perceptions. Disability and Rehabilitation: Assistive Technology, 14(8), 798-808
Open this publication in new window or tab >>Assistive technology applications for students with reading difficulties: special education teachers experiences and perceptions
2019 (English)In: Disability and Rehabilitation: Assistive Technology, ISSN 1748-3107, E-ISSN 1748-3115, Vol. 14, no 8, p. 798-808Article in journal (Refereed) Published
Abstract [en]

Purpose: Reading and writing applications (with text-to-speech, TTS and speech-to-text, STT functions), used as assistive technology (AT) for students with reading difficulties are increasingly used in education, however, research has not sufficiently enough evaluated its potential. The purpose of this study was to explore how assistive reading and writing applications were perceived to function with regard to students possibilities to assimilate (i.e., "read") and communicate (i.e., "write") text. Methods: Following a six-week app intervention, this follow-up survey contained 54 special education teachers perceptions of how the use of apps impacted student motivation, learning, and its usability in special education. A total of 59 students with reading difficulties from Grade 4, Grade 8 and from high school, were assessed. Analyses included quantitative and qualitative analyses of teachers responses and written material. Results: The results showed individual differences in how teachers perceived app usage for text-interaction purposes, including how app usage affected student motivation and autonomy for text-based learning. Eighty-two per cent of the younger and forty-seven per cent of older students continued to use the technology after the intervention, but in various degrees. Conclusions: Based on these findings, students with reading difficulties seem to be able to use AT in order to assimilate text (i.e., to read) and to communicate text (i.e., to write), and, thus, AT has the potential to promote participation in regular education. Future research should focus on how to customize assistive technology support in order to better utilize the potential. IMPLICATION FOR REHABILITATION This study found that students with reading difficulties could use reading and writing apps (with text-to-speech, TTS and speech-to-text, STT) in portable tables to be able to gain access to, and to produce text in an applied school setting. To use TTS and STT as assistive technology efficiently may require relative extensive support and training, but even with this support, not all students in this study benefited from the potential use of the technology, as the processes of being able to gain access to and to produce text with assistive technology seem to be a difficult process for some of the students. It is proposed that in order to enable all students with reading difficulties possibilities to use assistive technology efficiently, its uses need to be customized even further than was done in this extensive intervention.

Place, publisher, year, edition, pages
TAYLOR & FRANCIS INC, 2019
Keywords
Reading difficulties; assistive technology; intervention; special education
National Category
Other Health Sciences
Identifiers
urn:nbn:se:liu:diva-164488 (URN)10.1080/17483107.2018.1499142 (DOI)000508271700012 ()30239256 (PubMedID)
Note

Funding Agencies|Marcus and Amalia Wallenberg foundation

Available from: 2020-03-23 Created: 2020-03-23 Last updated: 2020-03-23
Gustafson, S., Nordström, T., Andersson, U. B., Fälth, L. & Martin, I. (2019). Effects of a formative assessment system on early reading development. Education, 40(1), 17-27
Open this publication in new window or tab >>Effects of a formative assessment system on early reading development
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2019 (English)In: Education, ISSN 0013-1172, Education, ISSN 0013-1172, Vol. 40, no 1, p. 17-27Article in journal (Refereed) Published
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.

Place, publisher, year, edition, pages
Mobile, AL, United States: Project Innovation, 2019
Keywords
formative assessment, intervention, primary school, reading instruction
National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-161353 (URN)
Available from: 2019-10-30 Created: 2019-10-30 Last updated: 2019-11-06Bibliographically approved
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
Open this publication in new window or tab >>Assistive technology as reading interventions for children with reading impairments with a one-year follow-up
2017 (English)In: Disability and Rehabilitation: Assistive Technology, ISSN 1748-3107, E-ISSN 1748-3115, Vol. 12, no 7, p. 713-724Article in journal (Refereed) 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.

Place, publisher, year, edition, pages
Taylor & Francis, 2017
Keywords
Assistive technology; dyslexia; independent learning; reading development; reading impairment; school motivation; smartphone; tablets
National Category
Other Health Sciences
Identifiers
urn:nbn:se:liu:diva-146344 (URN)10.1080/17483107.2016.1253116 (DOI)27924656 (PubMedID)
Available from: 2018-04-07 Created: 2018-04-07 Last updated: 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
Open this publication in new window or tab >>Effects of playing number games on 6-year-old children’s number knowledge and skills
2017 (English)In: Linköping studies in Behavioral Science, ISSN 1654-2029Article in journal (Refereed) Published
National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-158109 (URN)
Available from: 2019-06-25 Created: 2019-06-25 Last updated: 2019-08-08Bibliographically approved
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
Open this publication in new window or tab >>Playing number board games supports 5-year-old children's early mathematical development
2016 (English)In: Journal of Mathematical Behavior, ISSN 0732-3123, E-ISSN 1873-8028, Vol. 43, p. 134-147Article in journal (Refereed) 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.

Place, publisher, year, edition, pages
Oxford: Elsevier, 2016
Keywords
Linear number board games, Intervention, Preschoolers, Number line estimation, Arithmetic
National Category
Learning Mathematics Pedagogy
Identifiers
urn:nbn:se:liu:diva-137476 (URN)10.1016/j.jmathb.2016.07.003 (DOI)
Available from: 2017-05-17 Created: 2017-05-17 Last updated: 2017-06-02Bibliographically 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
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
Open this publication in new window or tab >>Self-concepts and psychological well-being assessed by Beck Youth Inventory among pupils with reading difficulties
2015 (English)In: Reading Psychology, ISSN 0270-2711, E-ISSN 1521-0685, p. 1-21Article in journal (Refereed) 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.

National Category
Pedagogy Pedagogical Work
Identifiers
urn:nbn:se:liu:diva-123047 (URN)10.1080/02702711.2015.1060092 (DOI)
Available from: 2015-12-03 Created: 2015-12-03 Last updated: 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.
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
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
Open this publication in new window or tab >>Lärarnas erfarenheter av deltagande i en datorbaserad interventionsstudie som syftar till att öka elevernas läsförmåga
2014 (Swedish)In: Acta Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge, ISSN 1504-9922, E-ISSN 1504-9922, Vol. 8, no 1, p. 1-15Article in journal (Refereed) 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.

National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-123045 (URN)
Available from: 2015-12-03 Created: 2015-12-03 Last updated: 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.
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
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-9350-2955

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