Disability and rehabilitation. Assistive technology, May 22, 2024
Studies report that speech-to-text applications (STT) may support students with writing difficult... more Studies report that speech-to-text applications (STT) may support students with writing difficulties in text production. However, existing research is sparse, shows mixed results, and lacks information on STT interventions and their applicability in schools. Therefore, this study aimed to investigate whether a systematic and intensive assistive technology intervention focusing on STT can improve text production. A modified multiple-baseline across-subject design was used involving eight middle school students, four Norwegian and four Swedish. Their STT-produced narrative texts were collected during and after the intervention and the productivity, accuracy, and text quality were analysed. Keyboarding was the baseline control condition. The results demonstrated that seven of the eight students increased text productivity and that the proportion of word-level accuracy was maintained or improved. The use of punctuation progressed in participants with poor baseline skills. Most students' STT-produced texts had at least a similar ratio of meaningfulness and text quality as keyboarding. However, the magnitude of the changes and development patterns varied, with three students showing the most notable impacts. In conclusion, this study's intervention seemed beneficial in initially instructing STT, and the progress monitoring guided individually adapted future interventions such as balancing productivity and formal language aspects. Removing the spelling barrier with STT provided an opportunity for students to improve their higher-order skills, such as vocabulary diversity and overall text quality. Furthermore, visible progress, such as the ability to produce longer texts, might motivate continued STT usage. However, such development may not always be immediate. h IMPLICATIONS FOR REHABILITATION • Speech-to-text (STT) may be an effective tool for developing text production in students with severe reading and writing difficulties. For example, enhanced text length can provide teachers with more material for feedback, guiding students towards improved text production. • Text-to-speech may further enhance the usefulness of STT in text production by facilitating the revision process through listening to produced sentences and texts. • By continuously monitoring students' STT usage and text production, teachers can tailor the content for further interventions to address individual needs such as sentence construction and text planning. • Early STT intervention seems beneficial, allowing more time to practise advanced skills in text production when bypassing spelling.
This study investigates the empirical validity of the Simple View of Reading model in a semi-tran... more This study investigates the empirical validity of the Simple View of Reading model in a semi-transparent language, Swedish, by using a large amount of reading test data from 11,791 students. Data was collected during the primary grades (year 1-3), which allowed us to test two aspects of the model: how much reading comprehension variance that can be accounted for by decoding and language comprehension across primary grades (nine test occasions in total), and how decoding and language comprehension contributes to reading comprehension at each test occasion (three test occasions per grade). By using a latent variable framework, our findings indicated that nearly all reading comprehension variance was accounted for by decoding and language comprehension across each test occasion. Both decoding and language comprehension contributed to reading comprehension at all grades. While decoding contributed the most to reading comprehension variance at the first test occasions (Grade 1), language comprehension became equally important in the middle of second grade. At the end of third grade, language comprehension outperformed decoding. This study shows that the Simple View of Reading model is highly usable for yet another semi-transparent language, which has practical implications for how to assess reading skills and, ultimately of how to inform reading instruction for beginner readers.
This protocol article describes the background, theoretical framework, and methods for two interv... more This protocol article describes the background, theoretical framework, and methods for two intervention studies using assistive technology to produce text. The participants will be 15 10–12-year-old students with dyslexia from Denmark, Norway, and Sweden. The first study aims to examine how an intervention focusing on using speech-to-text technology influences texts written by students with dyslexia, and the second study aims to investigate the writing process when students with dyslexia use speech-to-text technology. Study 1 uses a multiple baseline design, whereas Study 2 uses verbal protocols.
De flesta elever lar sig lasa och utvecklas som lasare utan nagra storre svarigheter men tyvarr a... more De flesta elever lar sig lasa och utvecklas som lasare utan nagra storre svarigheter men tyvarr ar det inte sa for alla elever. I denna artikel beskrivs olika insatser for elever som kampar med sin ...
Students with intellectual disabilities need more time and explicit instruction to develop word d... more Students with intellectual disabilities need more time and explicit instruction to develop word decoding. Most previous research on interventions among these students is performed in English. Therefore, the current study examined the impact of a word-decoding intervention in Swedish on individual students with intellectual disabilities. A single-subject-design study was conducted with five students with mild intellectual disability in the fourth grade. They needed to enhance decoding, and Swedish was their first language. Their word and non-word decoding was measured during the baseline and intervention phases. The intervention with the Wolff Intensive Program was delivered by special education teachers supporting phonemic decoding and reading fluency training during 25 sessions. All five students developed their decoding as they decoded more words in a given time (NAP=0.84-1.00) and decreased their decoding errors in both word and nonword decoding (NAP=0.72-1.00). The results are p...
Background Objectives: This pre-registered systematic review and meta-analysis aimed to answer if... more Background Objectives: This pre-registered systematic review and meta-analysis aimed to answer if K-2 students at risk (Population) for reading impairment benefited from a response to tier 2 reading intervention (Intervention) compared to teaching as usual, (Comparator) on word decoding outcomes (Outcome), based on randomized controlled trials (Study type). Methods Eligibility criteria were adequately sized (n> 30 per group) randomized controlled trials of tier 2 reading interventions within response to intervention targeting K-2 at risk students (percentile 40) compared with teaching as usual (TAU). Reading interventions had to be at least 20 sessions and conducted in a school setting with at least 30 students in each group and containing reading activities. TAU could not be another intervention. Only decoding tests from WRMT and TOWRE were included. Information sources: Database search was conducted 190520 in ERIC, PsycINFO, LLBA, WOS and additionally in Google Scholar as well as a hand search in previous reviews and metaanalyses. The searches were updated in 2021-03-21. 2 (37) Risk of bias: Studies were assessed with Cochrane's Risk of Bias 2, R-index and funnel plots. Synthesis of results: A random-effects model was used to analyze the effect sizes (Hedges' g) Results Included studies: Seven studies met the eligibility criteria but only four had sufficient data to extract for the meta-analysis. Synthesis of results: The weighted mean effect size across the four included studies was Hedges' g = 0.31 95% CI [0.12, 0.50] which means that the intervention group improved their decoding ability more than students receiving TAU. A Leave-one-out analysis showed that the weighted effect did not depend on a single study. Students at risk of reading difficulties benefit from tier 2 reading intervention conducted within response to intervention regarding a small effect on the students decoding ability. Discussion Limitations of evidence: Only four studies met inclusion criteria and all studies had at least some risk of bias. Interpretation: Tier 2 reading interventions, conducted in small groups within RtI, can to some extent support decoding development as a part of reading factors.
Journal of childhood, education & society, Jul 14, 2023
Many young students with Swedish as their second language need support to acquire reading ability... more Many young students with Swedish as their second language need support to acquire reading ability. There is a need for evidence-based reading instruction in early reading education for students with Swedish as their first or second language. Therefore, the current study investigated whether early reading education based on a Response to Intervention (RTI) model with a focus on decoding skills can promote reading ability among young students with Swedish as their first or second language. In Grades 1 and 2, 113 students with Swedish as a first and Swedish as a second language were followed. Applying the RTI model, teachers used evidence-based reading instruction in the whole class. Besides, additional instructions were provided in small groups and individually for students with weak decoding. Results of the study showed that the additional instruction provided within the RTI model had the potential to promote decoding, but to a different extent among students with Swedish as their second language. The importance of differentiated instruction, early monitoring and support, a bilingual approach in reading education for second language students, and collaboration between teachers are discussed.
The study aimed to examine how the decoding, for students with decoding difficulties were affecte... more The study aimed to examine how the decoding, for students with decoding difficulties were affected by an intervention with reading lists. A total of 60 students participated in the study, distributed randomly into intervention groups and control groups, one cohort of primary school children and one with junior high school students. Each group included 15 students. The study was conducted as an intervention with with pre-and post-test where the students' decoding ability were tested. The intervention included 20 occasions of 10 minutes training with reading lists by "Wendick model of intensive reading". The study also aimed to investigate how the decoding performance of the students in the intervention appeared depending on the age of the students. Therefore, the study was conducted with students from both primary school and high school. The intervention group in primary school showed increased decoding ability compared to the control group at all tests. The results also showed that the intervention with reading lists had had a good influence on young children's development of decoding. In junior high school, the intervention group increased more, or equal, compared to the control group, and the largest increase for the intervention group was on the pseudoword reading test.
Journal of Research in Special Educational Needs, May 25, 2018
The main aim of this study was to investigate the effect of a tier three intervention, response-t... more The main aim of this study was to investigate the effect of a tier three intervention, response-tointervention design, on children with low reading ability in grade three. Twenty-eight children (12 females and 16 males) participated in this study. The participants were given out a battery of reading tests including decoding and reading comprehension tests, and in total, the children received 20 reading intervention sessions in two waves, during 4 weeks. The results showed substantial gains with large effect sizes (d 0.78-2.95) on all the reading tests after the intervention period. A short, intensive and individualised intervention has a substantially positive effect on children's reading ability. For a majority of the children, the increased ability sustains even 4 years after the end of the interventions. However, as boys seem to have the greatest problem to sustain their increased ability, the authors claim that it is important to continue the intervention even after the research interventions have ended.
According to the Simple View of Reading, decoding and linguistic comprehension are essential for ... more According to the Simple View of Reading, decoding and linguistic comprehension are essential for reaching efficient reading comprehension. Students with Swedish as a first (L1) or second language (L2) in grades 1-3 might need special support to develop reading comprehension. In order to identify needs in reading in L1 and L2 students, the current study aimed to investigate how they perform in screening tests measuring vocabulary, decoding, and reading comprehension in Swedish. The present study has a crosssectional design and includes over 46,000 students who followed the curriculum for Swedish as a first or as a second language. Data consisted of decoding, vocabulary, and reading comprehension tests, which were statistically analysed. The results showed that L2 students in grades 1-3 had significantly weaker decoding, vocabulary, and reading comprehension than L1 students. A performance below average in the tests indicates a need for extra support in reading which a significantly higher proportion of L2 students had compared to L1 students. Therefore, screening and systematic reading instructions are crucial to promoting reading development among L1 and L2 students.
Early education is essential in promoting language development for all young students. Teachers w... more Early education is essential in promoting language development for all young students. Teachers will meet 6-year-olds with various language skills in the preschool class in Sweden. They are expected to engage and involve all students in language education to promote each student’s language development. The study aimed to explore teachers’ experiences promoting language development among young students in inclusive settings. Semi-structured interviews were conducted with 17 teachers working with young students in the preschool class. All interviews were transcribed and analyzed with thematic analysis. Three themes were identified, representing the teachers’ knowledge of language development, the pedagogical approach to promoting language development, and students with special needs in oral and written language. The results are related to Shulman's (1986, 1987) framework on teachers’ competence in integrating content and pedagogical knowledge for successful teaching. Teachers in p...
International Journal of Teaching and Education, 2021
Read-alouds play an important role in young children’s literacy development. This study investiga... more Read-alouds play an important role in young children’s literacy development. This study investigates how, and to what extent, Swedish parents of children aged 1–16 engage in reading aloud. Previous research on reading aloud is also applied to research-based practices for promoting students’ intrinsic motivation to read and discussed in the present study. The results show that 9 out of 10 parents read aloud to children aged 0-4 years while only 4 of 10 read aloud to children aged 10-12 years. Several content areas that overlap were found where research on children's own reading can be easily transferred to the area of reading aloud.
Disability and rehabilitation. Assistive technology, May 22, 2024
Studies report that speech-to-text applications (STT) may support students with writing difficult... more Studies report that speech-to-text applications (STT) may support students with writing difficulties in text production. However, existing research is sparse, shows mixed results, and lacks information on STT interventions and their applicability in schools. Therefore, this study aimed to investigate whether a systematic and intensive assistive technology intervention focusing on STT can improve text production. A modified multiple-baseline across-subject design was used involving eight middle school students, four Norwegian and four Swedish. Their STT-produced narrative texts were collected during and after the intervention and the productivity, accuracy, and text quality were analysed. Keyboarding was the baseline control condition. The results demonstrated that seven of the eight students increased text productivity and that the proportion of word-level accuracy was maintained or improved. The use of punctuation progressed in participants with poor baseline skills. Most students' STT-produced texts had at least a similar ratio of meaningfulness and text quality as keyboarding. However, the magnitude of the changes and development patterns varied, with three students showing the most notable impacts. In conclusion, this study's intervention seemed beneficial in initially instructing STT, and the progress monitoring guided individually adapted future interventions such as balancing productivity and formal language aspects. Removing the spelling barrier with STT provided an opportunity for students to improve their higher-order skills, such as vocabulary diversity and overall text quality. Furthermore, visible progress, such as the ability to produce longer texts, might motivate continued STT usage. However, such development may not always be immediate. h IMPLICATIONS FOR REHABILITATION • Speech-to-text (STT) may be an effective tool for developing text production in students with severe reading and writing difficulties. For example, enhanced text length can provide teachers with more material for feedback, guiding students towards improved text production. • Text-to-speech may further enhance the usefulness of STT in text production by facilitating the revision process through listening to produced sentences and texts. • By continuously monitoring students' STT usage and text production, teachers can tailor the content for further interventions to address individual needs such as sentence construction and text planning. • Early STT intervention seems beneficial, allowing more time to practise advanced skills in text production when bypassing spelling.
This study investigates the empirical validity of the Simple View of Reading model in a semi-tran... more This study investigates the empirical validity of the Simple View of Reading model in a semi-transparent language, Swedish, by using a large amount of reading test data from 11,791 students. Data was collected during the primary grades (year 1-3), which allowed us to test two aspects of the model: how much reading comprehension variance that can be accounted for by decoding and language comprehension across primary grades (nine test occasions in total), and how decoding and language comprehension contributes to reading comprehension at each test occasion (three test occasions per grade). By using a latent variable framework, our findings indicated that nearly all reading comprehension variance was accounted for by decoding and language comprehension across each test occasion. Both decoding and language comprehension contributed to reading comprehension at all grades. While decoding contributed the most to reading comprehension variance at the first test occasions (Grade 1), language comprehension became equally important in the middle of second grade. At the end of third grade, language comprehension outperformed decoding. This study shows that the Simple View of Reading model is highly usable for yet another semi-transparent language, which has practical implications for how to assess reading skills and, ultimately of how to inform reading instruction for beginner readers.
This protocol article describes the background, theoretical framework, and methods for two interv... more This protocol article describes the background, theoretical framework, and methods for two intervention studies using assistive technology to produce text. The participants will be 15 10–12-year-old students with dyslexia from Denmark, Norway, and Sweden. The first study aims to examine how an intervention focusing on using speech-to-text technology influences texts written by students with dyslexia, and the second study aims to investigate the writing process when students with dyslexia use speech-to-text technology. Study 1 uses a multiple baseline design, whereas Study 2 uses verbal protocols.
De flesta elever lar sig lasa och utvecklas som lasare utan nagra storre svarigheter men tyvarr a... more De flesta elever lar sig lasa och utvecklas som lasare utan nagra storre svarigheter men tyvarr ar det inte sa for alla elever. I denna artikel beskrivs olika insatser for elever som kampar med sin ...
Students with intellectual disabilities need more time and explicit instruction to develop word d... more Students with intellectual disabilities need more time and explicit instruction to develop word decoding. Most previous research on interventions among these students is performed in English. Therefore, the current study examined the impact of a word-decoding intervention in Swedish on individual students with intellectual disabilities. A single-subject-design study was conducted with five students with mild intellectual disability in the fourth grade. They needed to enhance decoding, and Swedish was their first language. Their word and non-word decoding was measured during the baseline and intervention phases. The intervention with the Wolff Intensive Program was delivered by special education teachers supporting phonemic decoding and reading fluency training during 25 sessions. All five students developed their decoding as they decoded more words in a given time (NAP=0.84-1.00) and decreased their decoding errors in both word and nonword decoding (NAP=0.72-1.00). The results are p...
Background Objectives: This pre-registered systematic review and meta-analysis aimed to answer if... more Background Objectives: This pre-registered systematic review and meta-analysis aimed to answer if K-2 students at risk (Population) for reading impairment benefited from a response to tier 2 reading intervention (Intervention) compared to teaching as usual, (Comparator) on word decoding outcomes (Outcome), based on randomized controlled trials (Study type). Methods Eligibility criteria were adequately sized (n> 30 per group) randomized controlled trials of tier 2 reading interventions within response to intervention targeting K-2 at risk students (percentile 40) compared with teaching as usual (TAU). Reading interventions had to be at least 20 sessions and conducted in a school setting with at least 30 students in each group and containing reading activities. TAU could not be another intervention. Only decoding tests from WRMT and TOWRE were included. Information sources: Database search was conducted 190520 in ERIC, PsycINFO, LLBA, WOS and additionally in Google Scholar as well as a hand search in previous reviews and metaanalyses. The searches were updated in 2021-03-21. 2 (37) Risk of bias: Studies were assessed with Cochrane's Risk of Bias 2, R-index and funnel plots. Synthesis of results: A random-effects model was used to analyze the effect sizes (Hedges' g) Results Included studies: Seven studies met the eligibility criteria but only four had sufficient data to extract for the meta-analysis. Synthesis of results: The weighted mean effect size across the four included studies was Hedges' g = 0.31 95% CI [0.12, 0.50] which means that the intervention group improved their decoding ability more than students receiving TAU. A Leave-one-out analysis showed that the weighted effect did not depend on a single study. Students at risk of reading difficulties benefit from tier 2 reading intervention conducted within response to intervention regarding a small effect on the students decoding ability. Discussion Limitations of evidence: Only four studies met inclusion criteria and all studies had at least some risk of bias. Interpretation: Tier 2 reading interventions, conducted in small groups within RtI, can to some extent support decoding development as a part of reading factors.
Journal of childhood, education & society, Jul 14, 2023
Many young students with Swedish as their second language need support to acquire reading ability... more Many young students with Swedish as their second language need support to acquire reading ability. There is a need for evidence-based reading instruction in early reading education for students with Swedish as their first or second language. Therefore, the current study investigated whether early reading education based on a Response to Intervention (RTI) model with a focus on decoding skills can promote reading ability among young students with Swedish as their first or second language. In Grades 1 and 2, 113 students with Swedish as a first and Swedish as a second language were followed. Applying the RTI model, teachers used evidence-based reading instruction in the whole class. Besides, additional instructions were provided in small groups and individually for students with weak decoding. Results of the study showed that the additional instruction provided within the RTI model had the potential to promote decoding, but to a different extent among students with Swedish as their second language. The importance of differentiated instruction, early monitoring and support, a bilingual approach in reading education for second language students, and collaboration between teachers are discussed.
The study aimed to examine how the decoding, for students with decoding difficulties were affecte... more The study aimed to examine how the decoding, for students with decoding difficulties were affected by an intervention with reading lists. A total of 60 students participated in the study, distributed randomly into intervention groups and control groups, one cohort of primary school children and one with junior high school students. Each group included 15 students. The study was conducted as an intervention with with pre-and post-test where the students' decoding ability were tested. The intervention included 20 occasions of 10 minutes training with reading lists by "Wendick model of intensive reading". The study also aimed to investigate how the decoding performance of the students in the intervention appeared depending on the age of the students. Therefore, the study was conducted with students from both primary school and high school. The intervention group in primary school showed increased decoding ability compared to the control group at all tests. The results also showed that the intervention with reading lists had had a good influence on young children's development of decoding. In junior high school, the intervention group increased more, or equal, compared to the control group, and the largest increase for the intervention group was on the pseudoword reading test.
Journal of Research in Special Educational Needs, May 25, 2018
The main aim of this study was to investigate the effect of a tier three intervention, response-t... more The main aim of this study was to investigate the effect of a tier three intervention, response-tointervention design, on children with low reading ability in grade three. Twenty-eight children (12 females and 16 males) participated in this study. The participants were given out a battery of reading tests including decoding and reading comprehension tests, and in total, the children received 20 reading intervention sessions in two waves, during 4 weeks. The results showed substantial gains with large effect sizes (d 0.78-2.95) on all the reading tests after the intervention period. A short, intensive and individualised intervention has a substantially positive effect on children's reading ability. For a majority of the children, the increased ability sustains even 4 years after the end of the interventions. However, as boys seem to have the greatest problem to sustain their increased ability, the authors claim that it is important to continue the intervention even after the research interventions have ended.
According to the Simple View of Reading, decoding and linguistic comprehension are essential for ... more According to the Simple View of Reading, decoding and linguistic comprehension are essential for reaching efficient reading comprehension. Students with Swedish as a first (L1) or second language (L2) in grades 1-3 might need special support to develop reading comprehension. In order to identify needs in reading in L1 and L2 students, the current study aimed to investigate how they perform in screening tests measuring vocabulary, decoding, and reading comprehension in Swedish. The present study has a crosssectional design and includes over 46,000 students who followed the curriculum for Swedish as a first or as a second language. Data consisted of decoding, vocabulary, and reading comprehension tests, which were statistically analysed. The results showed that L2 students in grades 1-3 had significantly weaker decoding, vocabulary, and reading comprehension than L1 students. A performance below average in the tests indicates a need for extra support in reading which a significantly higher proportion of L2 students had compared to L1 students. Therefore, screening and systematic reading instructions are crucial to promoting reading development among L1 and L2 students.
Early education is essential in promoting language development for all young students. Teachers w... more Early education is essential in promoting language development for all young students. Teachers will meet 6-year-olds with various language skills in the preschool class in Sweden. They are expected to engage and involve all students in language education to promote each student’s language development. The study aimed to explore teachers’ experiences promoting language development among young students in inclusive settings. Semi-structured interviews were conducted with 17 teachers working with young students in the preschool class. All interviews were transcribed and analyzed with thematic analysis. Three themes were identified, representing the teachers’ knowledge of language development, the pedagogical approach to promoting language development, and students with special needs in oral and written language. The results are related to Shulman's (1986, 1987) framework on teachers’ competence in integrating content and pedagogical knowledge for successful teaching. Teachers in p...
International Journal of Teaching and Education, 2021
Read-alouds play an important role in young children’s literacy development. This study investiga... more Read-alouds play an important role in young children’s literacy development. This study investigates how, and to what extent, Swedish parents of children aged 1–16 engage in reading aloud. Previous research on reading aloud is also applied to research-based practices for promoting students’ intrinsic motivation to read and discussed in the present study. The results show that 9 out of 10 parents read aloud to children aged 0-4 years while only 4 of 10 read aloud to children aged 10-12 years. Several content areas that overlap were found where research on children's own reading can be easily transferred to the area of reading aloud.
According to the Simple View of Reading, decoding and linguistic comprehension are essential for ... more According to the Simple View of Reading, decoding and linguistic comprehension are essential for reaching efficient reading comprehension. Students with Swedish as a first (L1) or second language (L2) in grades 1-3 might need special support to develop reading comprehension. In order to identify needs in reading in L1 and L2 students, the current study aimed to investigate how they perform in screening tests measuring vocabulary, decoding, and reading comprehension in Swedish. The present study has a crosssectional design and includes over 46,000 students who followed the curriculum for Swedish as a first or as a second language. Data consisted of decoding, vocabulary, and reading comprehension tests, which were statistically analysed. The results showed that L2 students in grades 1-3 had significantly weaker decoding, vocabulary, and reading comprehension than L1 students. A performance below average in the tests indicates a need for extra support in reading which a significantly higher proportion of L2 students had compared to L1 students. Therefore, screening and systematic reading instructions are crucial to promoting reading development among L1 and L2 students.
Reading and writing abilities have democratic value, and it is crucial that all students acquire ... more Reading and writing abilities have democratic value, and it is crucial that all students acquire functional reading and writing abilities before leaving school. Teaching students to read and write is essential for their academic success, communication, further education, work, and participation in society. However, some students struggle with reading and writing and may require additional support and interventions. These difficulties are experienced by both first-and second-language learners, as well as students with disabilities and other special needs.
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