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  • 1.
    Carlsson, Jessica
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Gustafson, Stefan
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Samuelsson, Joakim
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Andersson, Ulf
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Effects of playing number games on 6-year-old children’s number knowledge and skills2017In: Linköping studies in Behavioral Science, ISSN 1654-2029Article in journal (Refereed)
  • 2.
    Elofsson, Jessica
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Gustafson, Stefan
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Samuelsson, Joakim
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Träff, Ulf
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Playing number board games supports 5-year-old children's early mathematical development2016In: Journal of Mathematical Behavior, ISSN 0732-3123, E-ISSN 1873-8028, Vol. 43, p. 134-147Article in journal (Refereed)
    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.

  • 3.
    Elwér, Åsa
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Furnes, Bjarte
    University of Bergen, Norway.
    Gustafson, Stefan
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Arts and Sciences.
    Samuelsson, Stefan
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences. Stavanger University, Norway.
    Pattern of Preschool Prediction of Reading Comprehension Impairment: A 10 Year Longitudinal Study2014Manuscript (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.

  • 4.
    Elwér, Åsa
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Gustafson, Stefan
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Byrne, Brian
    University of New England, Australia.
    Olson, Richard K.
    University of Colorado, CO 80309 USA.
    Keenan, Janice M.
    University of Denver, CO 80208 USA.
    Samuelsson, Stefan
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    A retrospective longitudinal study of cognitive and language skills in poor reading comprehension2015In: Scandinavian Journal of Psychology, ISSN 0036-5564, E-ISSN 1467-9450, Vol. 56, no 2, p. 157-166Article in journal (Refereed)
    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.

  • 5.
    Elwér, Åsa
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Gustafson, Stefan
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Arts and Sciences.
    Byrne, Brian
    University of New England, Australia.
    Olson, Richard
    University of Colorado, Boulder, USA.
    Keenan, Janice
    University of Denver, CO, USA.
    Samuelsson, Stefan
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences. Stavanger University, Norway.
    A Retrospective Longitudinal Study of Cognitive and Language Skills in Poor Reading Comprehension2014Manuscript (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.

  • 6.
    Ferreira, Janna
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences, The Swedish Institute for Disability Research.
    Gustavsson, Stefan
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences, The Swedish Institute for Disability Research.
    Rönnberg, Jerker
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences, The Swedish Institute for Disability Research.
    Comphot: Computerized phonological training. Manual2003Other (Other (popular science, discussion, etc.))
  • 7.
    Ferreira, Janna
    et al.
    Linköping University, Department of Behavioural Sciences.
    Gustavsson, Stefan
    Linköping University, Department of Behavioural Sciences.
    Rönnberg, Jerker
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences, The Swedish Institute for Disability Research.
    Comphot-Computerized Phonological training promoting literacy among children with CP.2002In: ISAAC,2002, 2002Conference paper (Other academic)
  • 8.
    Ferreira, Janna
    et al.
    Linköping University, The Swedish Institute for Disability Research. Linköping University, Department of Behavioural Sciences and Learning, Disability Research. Linköping University, Faculty of Arts and Sciences.
    Rönnberg, Jerker
    Linköping University, The Swedish Institute for Disability Research. Linköping University, Department of Behavioural Sciences and Learning, Disability Research. Linköping University, Faculty of Arts and Sciences.
    Gustafson, Stefan
    Linköping University, The Swedish Institute for Disability Research. Linköping University, Department of Behavioural Sciences and Learning, Disability Research. Linköping University, Faculty of Arts and Sciences.
    Wengelin, Åsa
    Lund University, Sweden .
    Phonological awareness training to teach children with impairments in reading or speech2007Article in journal (Refereed)
  • 9.
    Ferreira, Janna
    et al.
    Linköping University, The Swedish Institute for Disability Research. Linköping University, Department of Behavioural Sciences and Learning, Disability Research. Linköping University, Faculty of Arts and Sciences.
    Rönnberg, Jerker
    Linköping University, The Swedish Institute for Disability Research. Linköping University, Department of Behavioural Sciences and Learning, Disability Research. Linköping University, Faculty of Arts and Sciences.
    Gustafson, Stefan
    Linköping University, The Swedish Institute for Disability Research. Linköping University, Department of Behavioural Sciences and Learning, Disability Research. Linköping University, Faculty of Arts and Sciences.
    Wengelin, Åsa
    Lund University, Sweden.
    Reading why not?: Literacy skills in children with motor and speech impairments2007In: Communication Disorders Quarterly, ISSN 1525-7401, E-ISSN 1538-4837, Vol. 28, no 4, p. 236-251Article in journal (Refereed)
    Abstract [en]

    In this study, 12 participants with various levels of motor and speech deficits were tested to explore their reading skills in relation to letter knowledge, speech level, auditory discrimination, phonological awareness, language skills, digit span, and nonverbal IQ. Two subgroups, based on a median split of reading performance, are described: the low- and high-level readers, where low-level readers perform significantly lower on reading than the other subgroup. The subgroups had a general tendency to perform low versus high on most variables tested, but not on digit span. The study stresses the importance of auditory discrimination skills and general language skills as a fundamental base for literacy. The study also generates new hypotheses that will need to be investigated further. For example, further intervention studies for phonological awareness are proposed, and a hypothesis about the effect of impaired articulation usage during reading is presented.

  • 10.
    Fälth, Linda
    et al.
    Linnaeus University, Växjö, Sweden.
    Gustafson, Stefan
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Educational Sciences.
    Tjus, Tomas
    University of Gothenburg, Sweden.
    Heimann, Mikael
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Svensson, Idor
    Linnaeus University, Växjö, Sweden.
    Computer-assisted Interventions Targeting Reading Skills of Children with Reading Disabilities - A Longitudinal Study2013In: Dyslexia, ISSN 1076-9242, E-ISSN 1099-0909, Vol. 19, no 1, p. 37-53Article in journal (Refereed)
    Abstract [en]

    The purpose of the present study was to examine the effects of three computerized interventionson the reading skills of children with reading disabilities in Grade 2. This longitudinalintervention study included five test sessions over 1 year. Two test points occur before theintervention, and three afterwards. The last follow-up was conducted 1 year after the firstmeasurement. One hundred thirty children in Grade 2 participated in the study. Threegroups of children with reading difficulties received computerized training programmes: oneaimed at improving word decoding skills and phonological abilities, the second focused on wordand sentence levels and the third was a combination of these two training programmes. A fourthgroup received ordinary special instruction. In addition, there was one comparison group withage-matched typical readers. All groups improved their reading skills. The group that receivedcombined training showed greater improvement than the one with ordinary special instructionand the group of typical readers at two follow-ups. The longitudinal results indicate additionalpositive results for the group that received the combined training, themajority of students fromthat group being no longer judged to be needing special education 1 year after the intervention.

  • 11.
    Fälth, Linda
    et al.
    Linnaeus University.
    Gustafson, Stefan
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Tjus, Tomas
    Goteborgs Universitet.
    Svensson, Idor
    Linnaeus University.
    Lärarnas erfarenheter av deltagande i en datorbaserad interventionsstudie som syftar till att öka elevernas läsförmåga2014In: 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)
    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.

  • 12.
    Fälth, Linda
    et al.
    Faculty of Social Science Linnaeus University.
    Svensson, Idor
    Faculty of Life and health Science Linnaeus University.
    Carlsson, Sara
    Linköping University, Department of Educational Science (IUV).
    Gustafson, Stefan
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Self-image and reading development: the effect of self-image on reading development among pupils in grade 22014In: The Online Journal of Counseling and Education, ISSN 2146-8192, Vol. 3, p. 17-34Article in journal (Refereed)
    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.

  • 13.
    Gustafson, Stefan
    Linköping University, Department of Behavioural Sciences.
    Cognitive Abilities and Print Exposure in Surface and Phonological Types of Reading Disability2001In: Scientific Studies of Reading, ISSN 1088-8438, E-ISSN 1532-799X, Vol. 5, no 4, p. 351-375Article in journal (Refereed)
    Abstract [en]

    Subgroups of children with reading disabilities were identified by using the regression method introduced by Castles and Coltheart (1993). Children who were poor in phonological, compared to orthographic, word decoding were identified as phonological-type participants, and children who were poor in orthographic, compared to phonological, decoding were identified as surface-type participants. The results replicated previous findings reported that if categorizations are based on comparisons with younger reading-level-matched controls instead of age-matched controls, the number of surface-type children is significantly reduced. Surface-type children performed below the other groups on most cognitive measures and reported that there were fewer books in their homes, and phonological-type children showed a specific deficit in phonological word decoding. The results provided additional support for the hypothesis that the surface type of reading disability can be characterized as a general developmental delay.

  • 14.
    Gustafson, Stefan
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Dyslexi och hur det kan definieras2009In: Dyslexi och andra svårigheter med skriftspråket / [ed] Stefan Samuelsson, Stockholm: Natur och kultur, 2009, 1, p. 7-15Chapter in book (Other academic)
  • 15.
    Gustafson, Stefan
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Dyslexi och interventioner2009In: Dyslexi och andra svårigheter med skriftspråket / [ed] Stefan Samuelsson, Stockholm: Natur och kultur, 2009, 1, p. 282-294Chapter in book (Other academic)
  • 16.
    Gustafson, Stefan
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Ordavkodningsträning för barn som har fonologiska respektive ortografiska problem2006In: Dyslexi, ISSN 1401-2480, Vol. 11, p. 4-7Article in journal (Other (popular science, discussion, etc.))
  • 17.
    Gustafson, Stefan
    Linköping University, Department of Behavioural Sciences. Linköping University, Faculty of Arts and Sciences.
    Varieties of reading disability: Phonological and orthographic word decoding deficits and implications for interventions2000Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The general aim of this thesis was to examine variations in the word decoding skills of reading disabled children. These variations were related to possible cognitive, developmental, and environmental causes of reading disability. Possible implications for educational interventions were also analysed.

    The thesis critically examines the inclusion of the concept of intelligence in the definition of developmental dyslexia. It is suggested that variations in word decoding skills should offer a more solid basis for a study of varieties of reading disability. The empirical studies showed that a) in young children there was a shift from phonological to orthographic word decoding; b) phonological type children (weak in phonological decoding) were characterised by specific phonological deficits; c) surface type children (weak in orthographic decoding) showed more global cognitive deficits suggesting a general developmental delay; d) surface type children showed impaired visual implicit memory for words, which might be associated with limited print exposure; e) an improvement in phonological awareness only transferred to an improved text reading ability for some reading disabled children; f) children who did not benefit from a phonological intervention seemed to rely on orthographic word decoding in text reading.

    Thus, the thesis suggests that variations in phonological and orthographic word decoding skills offer a useful basis for the study of varieties of reading disability and that educational interventions should pay regard to what the child is already attempting to do when reading.

    List of papers
    1. Intelligence and dyslexia: Implications for diagnosis and intervention
    Open this publication in new window or tab >>Intelligence and dyslexia: Implications for diagnosis and intervention
    1999 (English)In: Scandinavian Journal of Psychology, ISSN 0036-5564, E-ISSN 1467-9450, Vol. 40, no 2, p. 127-134Article in journal (Refereed) Published
    Abstract [en]

    In this paper we critically examine theoretical issues and practical consequences of including IQ in the definition of dyslexia. According to the discrepancy criterion individuals are classified as dyslexic if their reading skills are below what would be expected from their IQ scores. However, we argue that intelligence is a fuzzy concept and that there is no clear causal relationship between intelligence level and word decoding skills. Also, high and low IQ poor readers show the same reading performance patterns, indicating that both groups might benefit from the same remedial activities. Evidence for the critical role of phonological skills in dyslexia is presented and a more recent definition of dyslexia is discussed in relation to these findings. Finally, two alternative, more outcome-based classifications of poor readers are suggested and some critical consequences for individual interventions are outlined.

    Place, publisher, year, edition, pages
    Wiley InterScience, 1999
    Keywords
    Intelligence, dyslexia, diagnosis, intervention
    National Category
    Social Sciences
    Identifiers
    urn:nbn:se:liu:diva-16552 (URN)10.1111/1467-9450.00109 (DOI)
    Available from: 2009-02-02 Created: 2009-02-02 Last updated: 2017-12-14Bibliographically approved
    2. The Development of Word-decoding Skills in Young Readers
    Open this publication in new window or tab >>The Development of Word-decoding Skills in Young Readers
    1996 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 40, no 4, p. 325-332Article in journal (Refereed) Published
    Abstract [en]

    Most of the research on the acquisition of word-decoding skills has almost exclusively focused on the ability to read words in isolation. The purpose of this article is to extend our knowledge to the independent role of phonological and orthographic word-decoding skills in the reading tasks which children encounter in school. The data were quite consistent with the general core of models suggesting that children first become proficient in phonological decoding then gradually shift towards a more direct orthographic-decoding strategy. As such, these findings have helped to generalize models of the acquisition of word-decoding skills to reading comprehension.

    Place, publisher, year, edition, pages
    Taylor & Francis, 1996
    National Category
    Social Sciences
    Identifiers
    urn:nbn:se:liu:diva-16553 (URN)10.1080/0031383960400404 (DOI)
    Available from: 2009-02-02 Created: 2009-02-02 Last updated: 2017-12-14Bibliographically approved
    3. Visual and auditory priming in Swedish poor readers: a double dissociation
    Open this publication in new window or tab >>Visual and auditory priming in Swedish poor readers: a double dissociation
    1998 (English)In: Dyslexia, ISSN 1076-9242, E-ISSN 1099-0909, Vol. 4, no 1, p. 16-29Article in journal (Refereed) Published
    Abstract [en]

    Schacter et al. (1990) found support for a functional dissociation between visual and auditory priming effects in a letter-by-letter reader. Their conclusions were based on the perceptual representation systems framework, suggesting that visual priming is mediated by a visual word form system separate from an auditory word form system responsible for auditory priming. This article focuses on visual and auditory priming effects exhibited by poor readers with phonological or surface subtypes of reading disability. The phonological type of reading disability was defined as an impairment in phonological word decoding, whereas the surface type of reading disability was defined as an impairment in orthographic word decoding. The results demonstrated a double dissociation, such that poor readers with a surface type of reading disability produced more auditory than visual priming, whereas poor readers with a phonological type of reading disability showed more visual than auditory priming. The majority of children with reading disabilities showed weaknesses in both orthographic and phonological word decoding and, importantly, low levels of priming effects for both visually and auditorily presented materials. Finally, age-matched normal readers showed significant priming effects for both visual and auditory presented words. These findings support the assumption that both orthographic and phonological skills can be simultaneously impaired and that a dual-route model for the acquisition of word decoding skills might be the most appropriate framework to describe different subtypes of reading disabilities.

    Place, publisher, year, edition, pages
    Wiley InterScience, 1998
    Keywords
    Poor readers, subtypes of reading disabilities, auditory and visual priming, dissociations
    National Category
    Social Sciences
    Identifiers
    urn:nbn:se:liu:diva-16554 (URN)10.1002/(SICI)1099-0909(199803)4:1<16::AID-DYS97>3.0.CO;2-8 (DOI)
    Available from: 2009-02-02 Created: 2009-02-02 Last updated: 2017-12-14Bibliographically approved
    4. Cognitive Abilities and Print Exposure in Surface and Phonological Types of Reading Disability
    Open this publication in new window or tab >>Cognitive Abilities and Print Exposure in Surface and Phonological Types of Reading Disability
    2001 (English)In: Scientific Studies of Reading, ISSN 1088-8438, E-ISSN 1532-799X, Vol. 5, no 4, p. 351-375Article in journal (Refereed) Published
    Abstract [en]

    Subgroups of children with reading disabilities were identified by using the regression method introduced by Castles and Coltheart (1993). Children who were poor in phonological, compared to orthographic, word decoding were identified as phonological-type participants, and children who were poor in orthographic, compared to phonological, decoding were identified as surface-type participants. The results replicated previous findings reported that if categorizations are based on comparisons with younger reading-level-matched controls instead of age-matched controls, the number of surface-type children is significantly reduced. Surface-type children performed below the other groups on most cognitive measures and reported that there were fewer books in their homes, and phonological-type children showed a specific deficit in phonological word decoding. The results provided additional support for the hypothesis that the surface type of reading disability can be characterized as a general developmental delay.

    Place, publisher, year, edition, pages
    Routhledge,Taylor & Francis Group, 2001
    National Category
    Social Sciences
    Identifiers
    urn:nbn:se:liu:diva-16556 (URN)10.1207/S1532799XSSR0504_03 (DOI)
    Note
    On the day of the defence date the status of the article was: Manuscript.Available from: 2009-02-02 Created: 2009-02-02 Last updated: 2017-12-14Bibliographically approved
    5. Why Do Some Resist Phonological Intervention?: A Swedish longitudinal study of poor readers in Grade 4
    Open this publication in new window or tab >>Why Do Some Resist Phonological Intervention?: A Swedish longitudinal study of poor readers in Grade 4
    2000 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 44, no 2, p. 145 -162Article in journal (Refereed) Published
    Abstract [en]

    n a longitudinal intervention study, 33 Swedish poor readers in Grade 4 received phonological awareness instruction over 1 year. Three control groups were included in the study: Grade 4 controls, Grade 2 controls (both comparable in reading skill) and normal readers. The results showed that the phonological training group made the most progress in phonological awareness but did not improve their reading skills any more than the controls. However, a re-analysis of the results revealed important individual differences within the phonological training group. Some children improved their reading ability considerably, while others seemed resistant to the intervention. One critical difference between improved and resistant readers was identified. For the improved readers, both orthographic and phonological word decoding predicted text reading performance. For the resistant readers, only orthographic decoding skills predicted text reading before, during and after the intervention, in spite of a steady increase in phonological awareness.

    Place, publisher, year, edition, pages
    Routhledge, Taylor & Francis Group, 2000
    National Category
    Social Sciences
    Identifiers
    urn:nbn:se:liu:diva-16557 (URN)10.1080/713696666 (DOI)
    Available from: 2009-02-02 Created: 2009-02-02 Last updated: 2017-12-14Bibliographically approved
  • 18.
    Gustafson, Stefan
    et al.
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Falth, Linda
    Vaxjo University.
    Svensson, Idor
    Vaxjo University.
    Tjus, Tomas
    University of Gothenburg.
    Heimann, Mikael
    Linköping University, Department of Behavioural Sciences and Learning, Developmental Psychology. Linköping University, Faculty of Arts and Sciences.
    Effects of Three Interventions on the Reading Skills of Children With Reading Disabilities in Grade 22011In: JOURNAL OF LEARNING DISABILITIES, ISSN 0022-2194, Vol. 44, no 2, p. 123-135Article in journal (Refereed)
    Abstract [en]

    disabilities in Grade 2 were analyzed. The interventions consisted of computerized training programs: One bottom-up intervention aimed at improving word decoding skills and phonological abilities, the second intervention focused on top-down processing on the word and sentence levels, and the third was a combination of these two training programs (n = 25 in each group). In addition, there were two comparison groups, 25 children with reading disabilities who received ordinary special instruction and 30 age-matched typical readers. All reading disabled participants completed 25 training sessions with special education teachers. All groups improved their reading skills. The group who received combined training showed higher improvements than the ordinary special instruction group and the typical readers. Different cognitive variables were related to treatment gains for different groups. Thus, a treatment combining bottom-up and top-down aspects of reading was the most effective in general, but individual differences among children need to be considered.

  • 19.
    Gustafson, Stefan
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences, The Swedish Institute for Disability Research.
    Ferreira, Janna
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences, The Swedish Institute for Disability Research.
    Rönnberg, Jerker
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences, The Swedish Institute for Disability Research.
    DOT: Datoriserad ortografisk träning. Manual2003Other (Other (popular science, discussion, etc.))
    Abstract [sv]

      

  • 20.
    Gustafson, Stefan
    et al.
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Ferreira, Janna
    Linköping University, The Swedish Institute for Disability Research. Linköping University, Department of Behavioural Sciences and Learning, Disability Research. Linköping University, Faculty of Arts and Sciences.
    Rönnberg, Jerker
    Linköping University, The Swedish Institute for Disability Research. Linköping University, Department of Behavioural Sciences and Learning, Disability Research. Linköping University, Faculty of Arts and Sciences.
    Phonological or orthographic training for children with phonological or orthographic decoding deficits2007In: Dyslexia, ISSN 1076-9242, Vol. 13, no 3, p. 211-229Article in journal (Refereed)
    Abstract [en]

    In a longitudinal intervention study, Swedish reading disabled children in grades 2-3 received either a phonological (n = 41) or an orthographic (n = 39) training program. Both programs were computerized and interventions took place in ordinary school settings with trained special instruction teachers. Two comparison groups, ordinary special instruction and normal readers, were also included in the study. Results showed strong average training effects on text reading and general word decoding for both phonological and orthographic training, but not significantly higher improvements than for the comparison groups. The main research finding was a double dissociation: children with pronounced phonological problems improved their general word decoding skill more from phonological than from orthographic training, whereas the opposite was observed for children with pronounced orthographic problems. Thus, in this population of children, training should focus on children's relative weakness rather than their relative strength in word decoding.

  • 21.
    Gustafson, Stefan
    et al.
    Linköping University, Department of Behavioural Sciences. Linköping University, Faculty of Arts and Sciences.
    Rönnberg, Jerker
    Linköping University, Department of Behavioural Sciences. Linköping University, Faculty of Arts and Sciences.
    Samuelsson, Stefan
    Linköping University, Department of Behavioural Sciences. Linköping University, Faculty of Arts and Sciences.
    Visual and auditory priming interacts with word decoding strategy1997Conference paper (Other academic)
  • 22.
    Gustafson, Stefan
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Educational Sciences.
    Samuelsson, Christina
    Linköping University, Department of Clinical and Experimental Medicine, Speech and Language Pathology. Linköping University, Faculty of Health Sciences.
    Johansson, Elinor
    Östergötlands Läns Landsting.
    Wallman, Julia
    Danderyd Hospital, Sweden.
    How Simple is the Simple View of Reading?2013In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 57, no 3, p. 292-308Article in journal (Refereed)
    Abstract [en]

    According to the Simple View of Reading, reading ability can be divided into decoding and language comprehension. In the present study, decoding and comprehension's contribution to reading ability was studied both in children with reading difficulties and in children with typical reading ability. Decoding and comprehension was further divided into sub-components, and the contribution from non-verbal ability and general processing speed was also studied. The results demonstrated that decoding made the largest contribution to reading ability for children with reading difficulties, while language comprehension contributed the most for children with typical reading ability. The contribution of non-verbal ability was not significant, and general processing speed only made a significant contribution to decoding for typical children. The two factors in the Simple View of Reading, decoding and comprehension, together explained less of the variance in reading ability for children with reading difficulties than for children with typical reading ability.

  • 23.
    Gustafson, Stefan
    et al.
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Samuelsson, Stefan
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Fonologiska övningar: ett sätt att stimulera läsutvecklingen hos barn i åldrarna 7-12 år1998Report (Other academic)
  • 24.
    Gustafson, Stefan
    et al.
    Linköping University, Department of Behavioural Sciences.
    Samuelsson, Stefan
    Linköping University, Department of Behavioural Sciences.
    Intelligence and dyslexia: Implications for diagnosis and intervention1999In: Scandinavian Journal of Psychology, ISSN 0036-5564, E-ISSN 1467-9450, Vol. 40, no 2, p. 127-134Article in journal (Refereed)
    Abstract [en]

    In this paper we critically examine theoretical issues and practical consequences of including IQ in the definition of dyslexia. According to the discrepancy criterion individuals are classified as dyslexic if their reading skills are below what would be expected from their IQ scores. However, we argue that intelligence is a fuzzy concept and that there is no clear causal relationship between intelligence level and word decoding skills. Also, high and low IQ poor readers show the same reading performance patterns, indicating that both groups might benefit from the same remedial activities. Evidence for the critical role of phonological skills in dyslexia is presented and a more recent definition of dyslexia is discussed in relation to these findings. Finally, two alternative, more outcome-based classifications of poor readers are suggested and some critical consequences for individual interventions are outlined.

  • 25.
    Gustafson, Stefan
    et al.
    Linköping University, Department of Behavioural Sciences.
    Samuelsson, Stefan
    Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings. Linköping University, Faculty of Arts and Sciences.
    Rönnberg, Jerker
    Linköping University, Department of Behavioural Sciences, The Swedish Institute for Disability Research. Linköping University, Faculty of Arts and Sciences.
    Phonological training and reading comprehension: Why do some resist?1997In: Reading disability and its treatment / [ed] Britta Ericson, Jerker Rönnberg, Norrköping: Läspedagogiska institutet EMIR , 1997Chapter in book (Other academic)
  • 26.
    Gustafson, Stefan
    et al.
    Linköping University, Department of Behavioural Sciences. Linköping University, Faculty of Arts and Sciences.
    Samuelsson, Stefan
    Linköping University, Department of Behavioural Sciences. Linköping University, Faculty of Arts and Sciences.
    Rönnberg, Jerker
    Linköping University, The Swedish Institute for Disability Research. Linköping University, Department of Behavioural Sciences and Learning, Disability Research. Linköping University, Faculty of Arts and Sciences.
    Why Do Some Resist Phonological Intervention?: A Swedish longitudinal study of poor readers in Grade 42000In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 44, no 2, p. 145 -162Article in journal (Refereed)
    Abstract [en]

    n a longitudinal intervention study, 33 Swedish poor readers in Grade 4 received phonological awareness instruction over 1 year. Three control groups were included in the study: Grade 4 controls, Grade 2 controls (both comparable in reading skill) and normal readers. The results showed that the phonological training group made the most progress in phonological awareness but did not improve their reading skills any more than the controls. However, a re-analysis of the results revealed important individual differences within the phonological training group. Some children improved their reading ability considerably, while others seemed resistant to the intervention. One critical difference between improved and resistant readers was identified. For the improved readers, both orthographic and phonological word decoding predicted text reading performance. For the resistant readers, only orthographic decoding skills predicted text reading before, during and after the intervention, in spite of a steady increase in phonological awareness.

  • 27.
    Gustafson, Stefan
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Svensson, Idor
    Linnaeus University, Sweden .
    Falth, Linda
    Linnaeus University, Sweden .
    Response to Intervention and Dynamic Assessment: Implementing Systematic, Dynamic and Individualised Interventions in Primary School2014In: International journal of disability, development and education, ISSN 1034-912X, E-ISSN 1465-346X, Vol. 61, no 1, p. 27-43Article in journal (Refereed)
    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.

  • 28.
    Heimann, Mikael
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Developmental Psychology. Linköping University, Faculty of Arts and Sciences.
    Gustafson, Stefan
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Lärande, läsning och multimodalitet2009In: Barn läser och skriver – specialpedagogiska perspektiv / [ed] L. Bjaar & A. Frylmark, Lund: Studentlitteratur , 2009, 1, p. 193-208Chapter in book (Other academic)
    Abstract [sv]

    Den här boken handlar om de barn som av någon anledning inte lyckas med den första läs- och skrivinlärningen, de som tappar sugen och därmed tilltron till sin egen förmåga att lära. Boken är avsedd för blivande och verksamma lärare, speciallärare och specialpedagoger i grundskolans tidiga år inklusive förskoleklass. Den är också lämplig som kurslitteratur i fördjupningskurser för logopeder, psykologer och skolsköterskor samt andra som är verksamma inom elevhälsan.

  • 29.
    Jungert, Tomas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology. Linköping University, Faculty of Arts and Sciences.
    Gustafson, Stefan
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Attributional style, academic self-efficacy, and attempts to influence the study environment2009In: Dynamics within and outside the lab: Proceedings from the 6th GRASP conference / [ed] Stefan Jern & Johan Näslund, Linköping: LiU-Tryck , 2009, p. 131-146Conference paper (Refereed)
    Abstract [en]

    Relationships between students’ attributional styles, self-efficacy and strategies to influence and take control over their study situation are explored and a comparison between female and male students investigated. Participants were 271 students enrolled in two Masters Programmes in Engineering. The participants completed a questionnaire measuring academic self-efficacy, a questionnaire measuring strategies to influence the study situation and a questionnaire measuring satisfaction with study results and attributional style. Internal and global attributional styles were related to higher self-efficacy and higher beliefs in opportunities to influence the study situation. External attributional style was associated with formal strategies to influence the studies while attributions on the globality dimension were associated with social strategies to take control over their studies. Female students who perceived their study results as successful were more likely than male students to attribute their results as unstable.

  • 30.
    Kempe, Camilla
    et al.
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Gustafson, Stefan
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Educational Sciences.
    Samuelsson, Stefan
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    A longitudinal study of early reading difficulties and subsequent problem behaviors2011In: Scandinavian Journal of Psychology, ISSN 0036-5564, E-ISSN 1467-9450, Vol. 52, no 3, p. 242-250Article in journal (Refereed)
    Abstract [en]

    It is generally believed that early academic failure in school develops into a downward spiral of negative motivational and behavioral consequences. In this study, children with reading difficulties were compared with typical readers on questionnaires measuring ADHD symptoms and other behavior problems such as withdrawn symptoms, somatic complaints, anxiety/depression, social problems, and aggression. The results revealed that reading difficulties and problem behaviors appear more independent of each other rather than problem behaviors being a consequence of reading failure. In addition, gender differenceswere negligible when examining the relationship between reading difficulties and subsequent problem behavior. Some implications for special educationand intervention are suggested.

  • 31.
    Lindeblad, Emma
    et al.
    Department of Psychology , Linnaeus University , Växjö , Sweden.
    Nilsson, Staffan
    Department of Mathematical Sciences , Chalmers Tekniska Högskola , Göteborg , Sweden.
    Gustafson, Stefan
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Svensson, Idor
    Department of Psychology , Linnaeus University , Växjö , Sweden.
    Assistive technology as reading interventions for children with reading impairments with a one-year follow-up2017In: Disability and Rehabilitation: Assistive Technology, ISSN 1748-3107, E-ISSN 1748-3115, Vol. 12, no 7, p. 713-724Article in journal (Refereed)
    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.

  • 32.
    Lindeblad, Emma
    et al.
    Department of Psychology, Linneaus University, V¨axj¨o, Sweden.
    Svensson, Idor
    Department of Psychology, Linneaus University, V¨axj¨o, Sweden.
    Gustafson, Stefan
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Self-concepts and psychological well-being assessed by Beck Youth Inventory among pupils with reading difficulties2015In: Reading Psychology, ISSN 0270-2711, E-ISSN 1521-0685, p. 1-21Article in journal (Refereed)
    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.

  • 33.
    Samuelsson, Stefan
    et al.
    Linköping University, Department of Behavioural Sciences.
    Gustafson, Stefan
    Linköping University, Department of Behavioural Sciences.
    Rönnberg, Jerker
    Linköping University, Department of Behavioural Sciences.
    The Development of Word-decoding Skills in Young Readers1996In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 40, no 4, p. 325-332Article in journal (Refereed)
    Abstract [en]

    Most of the research on the acquisition of word-decoding skills has almost exclusively focused on the ability to read words in isolation. The purpose of this article is to extend our knowledge to the independent role of phonological and orthographic word-decoding skills in the reading tasks which children encounter in school. The data were quite consistent with the general core of models suggesting that children first become proficient in phonological decoding then gradually shift towards a more direct orthographic-decoding strategy. As such, these findings have helped to generalize models of the acquisition of word-decoding skills to reading comprehension.

  • 34.
    Samuelsson, Stefan
    et al.
    Linköping University, Department of Behavioural Sciences. Linköping University, Faculty of Arts and Sciences.
    Gustafson, Stefan
    Linköping University, Department of Behavioural Sciences.
    Rönnberg, Jerker
    Linköping University, The Swedish Institute for Disability Research. Linköping University, Department of Behavioural Sciences and Learning, Disability Research. Linköping University, Faculty of Arts and Sciences.
    Visual and auditory priming in Swedish poor readers: a double dissociation1998In: Dyslexia, ISSN 1076-9242, E-ISSN 1099-0909, Vol. 4, no 1, p. 16-29Article in journal (Refereed)
    Abstract [en]

    Schacter et al. (1990) found support for a functional dissociation between visual and auditory priming effects in a letter-by-letter reader. Their conclusions were based on the perceptual representation systems framework, suggesting that visual priming is mediated by a visual word form system separate from an auditory word form system responsible for auditory priming. This article focuses on visual and auditory priming effects exhibited by poor readers with phonological or surface subtypes of reading disability. The phonological type of reading disability was defined as an impairment in phonological word decoding, whereas the surface type of reading disability was defined as an impairment in orthographic word decoding. The results demonstrated a double dissociation, such that poor readers with a surface type of reading disability produced more auditory than visual priming, whereas poor readers with a phonological type of reading disability showed more visual than auditory priming. The majority of children with reading disabilities showed weaknesses in both orthographic and phonological word decoding and, importantly, low levels of priming effects for both visually and auditorily presented materials. Finally, age-matched normal readers showed significant priming effects for both visual and auditory presented words. These findings support the assumption that both orthographic and phonological skills can be simultaneously impaired and that a dual-route model for the acquisition of word decoding skills might be the most appropriate framework to describe different subtypes of reading disabilities.

  • 35.
    Samuelsson, Stefan
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings.
    Gustavsson, Stefan
    Linköping University, Department of Behavioural Sciences.
    Rönnberg, Jerker
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences, The Swedish Institute for Disability Research.
    Fonologisk träning för elever med lässvårigheter på mellanstadiet1997In: Socialmedicinsk tidskrift, ISSN 0037-833X, Vol. 74, no 1, p. 33-37Article in journal (Refereed)
  • 36.
    Samuelsson, Stefan
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings.
    Gustavsson, Stefan
    Linköping University, Department of Behavioural Sciences.
    Rönnberg, Jerker
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences, The Swedish Institute for Disability Research.
    Fonologisk träning som intervention för lässvaga: en pågående longitudinell studie i Norrköpings kommun1997Report (Other academic)
  • 37.
    Samuelsson, Stefan
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings.
    Gustavsson, Stefan
    Linköping University, Department of Behavioural Sciences.
    Rönnberg, Jerker
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences, The Swedish Institute for Disability Research.
    LPI-projektet (Läsning och pedagogisk intervention; Reading and pedagogical intervention)1997Report (Other academic)
1 - 37 of 37
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