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  • 1. Egerhag, Helén
    et al.
    Fälth, Linda
    Nilvius, Camilla
    Selenius, Heidi
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Svensson, Idor
    Promoting decoding among young students with Swedish as a first and second language within a response to intervention model2023Ingår i: Journal of Childhood, Education & Society, E-ISSN 2717-638X, Vol. 4, nr 2, s. 176-192Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    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.

  • 2.
    Egerhag, Helén
    et al.
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL).
    Fälth, Linda
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL).
    Nilvius, Camilla
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL).
    Selenius, Heidi
    Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för psykologi (PSY).
    Svensson, Idor
    Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för psykologi (PSY).
    Promoting decoding among young students with Swedish as a first and second language within a response to intervention model2023Ingår i: Journal of Childhood, Education & Society, E-ISSN 2717-638X, Vol. 4, nr 2, s. 176-192Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    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.

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  • 3.
    Egerhag, Helén
    et al.
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL). Linnéuniversitetet, Kunskapsmiljöer Linné, Utbildning i förändring.
    Nilvius, Camilla
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL). Linnéuniversitetet, Kunskapsmiljöer Linné, Utbildning i förändring.
    Response to intervention (RTI) för nyanlända och flerspråkiga elever2020Ingår i: Dyslexi : aktuellt om läs- och skrivsvårigheter, ISSN 1401-2480, nr 2, s. 1-8Artikel i tidskrift (Övrigt vetenskapligt)
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    fulltext
  • 4.
    Fälth, Linda
    et al.
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL).
    Nilvius, Camilla
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL).
    A multi-function app for supporting reading and writing ability – teachers’ perspective2019Ingår i: Defektoloaka teorija i praktika, ISSN 1409-6099, E-ISSN 1857-663X, Vol. 20, nr 1-2, s. 123-140Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This study investigates if a mobile text-to- speech accommodation device can compensate for reading difficulties in an applied school set- ting. Twenty-six special education teachers and their students (n=26), whereof n=18 were elementary school students and n=8 were upper secondary education students used the text-to-speech function, without any prior experience of assistive technology. After the intervention all 26 participating teachers wrote down their reflections on 1-2 pages, which were analyzed using qualitative content analysis and cate- gorized into three themes. Results pointed to that the teachers were predominately positive of text-to-speech usage, and perceived the stu- dents as being independent when using text- to-speech functions, but this were conditioned on the amount of support and training that was provided. Other results pointed to that the teachers were optimistic about the impact of text-to- speech usage on expanded language-learning opportunities, and emphasized increased reading speed as the most important benefit of using this technology. Based on these results, text-to- speech functions seem to have the potential to compensate for reading difficulties.

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    A multi-function app for supporting reading and writing ability – teachers’ perspective
  • 5.
    Fälth, Linda
    et al.
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik (PED).
    Nilvius, Camilla
    Värnamo Municipality.
    Anvegård, Eva
    Värnamo Municipality.
    Intensive Reading with Reading Lists: An Intervention Study2015Ingår i: Creative Education, ISSN 2151-4755, E-ISSN 2151-4771, Vol. 6, s. 2403-2409Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The study aimed to examine how the decoding, for students with decoding difficulties were affectedby 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 schoolchildren and one with junior high school students. Each group included 15 students. The studywas conducted as an intervention with with pre- and post-test where the students’ decodingability were tested. The intervention included 20 occasions of 10 minutes training with readinglists by “Wendick model of intensive reading”. The study also aimed to investigate how the decodingperformance 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. Theintervention group in primary school showed increased decoding ability compared to the controlgroup at all tests. The results also showed that the intervention with reading lists had had a goodinfluence on young children's development of decoding. In junior high school, the interventiongroup increased more, or equal, compared to the control group, and the largest increase for theintervention group was on the pseudoword reading test.

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  • 6. Fälth, Linda
    et al.
    Selenius, Heidi
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Nilvius, Camilla
    Lärares uppfattningar om arbete med läsförkunskaper i förskoleklass2023Ingår i: HumaNetten, E-ISSN 1403-2279, nr 51, s. 176-191Artikel i tidskrift (Refereegranskat)
    Abstract [sv]

    I förskoleklassen, som sedan 2018 är obligatorisk för landets sexåringar, ska utbildningen bland annat ge eleverna förutsättningar att utvecklas i riktning mot godtagbara kunskaper i läsning i årskurs 3. Syftet medI föreliggande studie är att undersöka lärareundersöks lärares uppfattningar om tidig läsundervisning i förskoleklass. Data samlades in med en digital enkät. Den baserades på en tidigare studie av Sandvik m.fl. (2014) och den bestod av fem olika delskalor rörande lärares uppfattning om lärarrollen, fonologisk medvetenhet, bokstavskännedom, läs- och skrivkunnighet samt tid för att främja läsförkunskaper. Enkäten besvarades av 69 lärare i förskoleklass. Resultaten visade att majoriteten av lärarna uppfattade att det är deras roll att utveckla elevers läsförkunskaper. Ju mer lärarna ansåg att det är deras roll att utveckla elevers läsförkunskaper, desto mer tid la de på att främja dessa kunskaper. Vidare uppgav lärarna att majoriteten av deras elever kan känna igen och skriva det egna namnet i slutet av förskoleklass. Många av lärarna rapporterade också att de flesta av deras elever kan alla bokstäver och minst hälften kan läsa ord med tre bokstäver. i slutet av förskoleklass. Sammanfattningsvis visarvisade resultaten att många elever ges förutsättningar att utveckla läsförkunskaper i förskoleklass, men det finns också elever som går miste om tidig läsundervisning.

  • 7.
    Fälth, Linda
    et al.
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL).
    Selenius, Heidi
    Stockholm university, Sweden.
    Nilvius, Camilla
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL).
    Lärares uppfattningar om arbete med läsförkunskaper i förskoleklass2023Ingår i: HumaNetten, E-ISSN 1403-2279, nr 51, s. 176-191Artikel i tidskrift (Refereegranskat)
    Ladda ner fulltext (pdf)
    fulltext
  • 8.
    Nilvius, Camilla
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL).
    A Response to Intervention (RTI) model for teachers´professional development: - a tool to be used in Lesson Study?2019Konferensbidrag (Övrigt vetenskapligt)
  • 9.
    Nilvius, Camilla
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL).
    Evidensbaserad läsundervisning och ett specialdidaktiskt förhållningssätt2023Ingår i: Läsundervisningens grunder / [ed] Alatalo, Tarja, Malmö: Gleerups Utbildning AB, 2023, 3, s. 249-263Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 10.
    Nilvius, Camilla
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL).
    Merging lesson study and response to intervention2020Ingår i: International Journal for Lesson and Learning Studies, ISSN 2046-8253, E-ISSN 2046-8261, Vol. 9, nr 3, s. 277-288Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Purpose This article theoretically analyzes how response to intervention (RTI) can be used as a tool in lesson study (LS) to enhance student learning and how RTI can be made more user-friendly by teachers in LS. The focus is on how RTI can be adapted to teachers' daily work by including it in the LS model and how LS can benefit by introducing a scientific approach in analyzing student learning outcomes through RTI. The article also highlights how this approach can contribute to learning for children with special educational needs (SEN). Design/methodology/approach This theoretical paper describes and compares the characteristics of the LS model with the RTI framework. The comparison highlights the design of models related to teachers' development and learning outcomes. The benefits and challenges with the models are described. A previous research study related to the models is also briefly reviewed. Findings There are benefits and challenges with both the RTI and LS models but parts of the models appear to complement one another to some extent. Teachers' professional development and a better control of learning outcomes could be gained by combining the models. This could also lead to educational improvement. Originality/value There has been almost no research about a combined LS and RTI model.

  • 11.
    Nilvius, Camilla
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL).
    Response to Intervention - en specialdidaktisk modell för att förebygga lässvårigheter: Från samlat forskningsläge till tillämpning i svensk skolkontext2022Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
    Abstract [en]

    The Response to Intervention model originated in the United States. The model aims to prevent learning difficulties through early identification and thus early intervention. The goal is that no student should fall behind “No child left behind”. The purpose of the thesis is to investigate how RtI can function as a special didactic model in primary school. It seeks to systematically organize early identification and early intervention regarding students' reading development and thereby counteract reading difficulties. The thesis first study is a meta-analysis that examines the effects of tier 2 interventions on primary school students' word decoding development. A small to moderate effect was found g = .31. The second study examined the effects of RtI when identifying and intervening students in need of support in their reading development. The study was conducted as a quasi-experiment with grade 2 students (n = 11 + 11). The results showed effect sizes between g = .49 - 1.00 on word decoding and reading comprehension, however, the results were not significant. The teachers' perception of the model was also compiled. They found that RtI worked very well as the students received support and the teachers were given the opportunity to collaborate. They did however also find that the RtI model was inflexible and resource-intensive. The third study was longitudinal and followed students' (n = 113) reading development during grade 1 and 2 within RtI. A significant reduction in students in need of support was noted. In comparison with a reference group (n = 759), there were significantly fewer students who performed below the 25th percentile and fewer RtI students who did not maintain their reading ability. The results showed that RtI seems to function as a special didactic model in accordance with "No child left behind". Nevertheless, there are students who have received interventions within the model that do not reach age-appropriate levels. The fourth article discusses the possibilities of combining Response to Intervention and Lesson Study as the models seem to be able to complement each other.

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  • 12.
    Nilvius, Camilla
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL). Linnéuniversitetet, Kunskapsmiljöer Linné, Utbildning i förändring.
    Response to Intervention i svensk skolkontext2022Ingår i: Läs- och skrivsvårigheter & Dyslexi, ISSN 2004-3538, nr 4, s. 6-11Artikel i tidskrift (Övrigt vetenskapligt)
    Abstract [sv]

    Respons to Intervention (RTI) kan fungera som en specialdidaktisk modell för tidig identifiering och tidiga insatser för elever i risk att utveckla lässvårigheter. I sin avhandling visar Camilla Nilvius att RTI kan fungera som en modell för att förebygga lässvårigheter och misslyckanden (Nilvius, 2022). Elever som har det kämpigt identifieras tidigt och stöd sätts snabbt in. 

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    fulltext
  • 13.
    Nilvius, Camilla
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL).
    Response-to-intervention (RTI) i svensk skolkontext2018Ingår i: Dyslexi aktuellt om läs- och skrivsvårigheter, ISSN 1401-2480, Vol. 23, nr 4, s. 6-13Artikel i tidskrift (Övrigt vetenskapligt)
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    Response-to-intervention (RTI) i svensk skolkontext
  • 14.
    Nilvius, Camilla
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL).
    RTI-modellen i praktiken: Tidig upptäckt och tidiga insatser i läs-, skriv- och räkneundervisning2024 (uppl. 1)Bok (Övrig (populärvetenskap, debatt, mm))
  • 15.
    Nilvius, Camilla
    et al.
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik (PED).
    Anvegård, Eva
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik (PED).
    Fälth, Linda
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik (PED).
    Intensive reading with reading lists: An intervention study2016Ingår i: Book of abstracts. EDA 2016, 5th All European Dyslexia Conference, Modena, Italy, September 21-24, 2016, 2016, s. 109-109Konferensbidrag (Refereegranskat)
    Abstract [en]

    The study aimed to examine how the decoding, for students with decoding disabillities, were affected by an intervention with reading lists.

    A total of 60 students participated in the study, distrubuted randomly into interventions 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 pre- and posttest where the students' decoding ability were tested. Inintervention included 20 occasions og 10 minutes training with pseudo word and single word reading lists. 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 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 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 pseudo word reading lists.

  • 16.
    Nilvius, Camilla
    et al.
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL).
    Carlsson, Rickard
    Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för psykologi (PSY).
    Fälth, Linda
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL). Linnéuniversitetet, Kunskapsmiljöer Linné, Utbildning i förändring.
    Nordström, Thomas
    Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för psykologi (PSY).
    Tier 2 interventions within the RtI-model for developing students' word decoding – a systematic review and meta-analysis2021Ingår i: Cogent Education, E-ISSN 2331-186X, Vol. 8, nr 1, artikel-id 1994105Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    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). 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. Comparator could not be another intervention. Only decoding tests from Woodcock Reading Mastery Test-Revised (WRMT) and Test of Word Reading Efficiency (TOWRE) were included.Information sources: Database search was conducted 2019–05-20 in ERIC, PsycINFO, LLBA, WOS, and additionally in Google Scholar as well as a hand search in previous reviews and meta-analyses. The searches were updated on 2021–03-21. Risk of bias: Studies were assessed with Cochrane’s Risk of Bias 2, R-index and funnel plots. A random-effects model was used to analyze the effect sizes (Hedges’ g). Seven studies met the eligibility criteria but only four had sufficient data to extract for the meta-analysis. 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. Only four studies met inclusion criteria and all studies had at least some risk of bias. Tier 2 reading interventions, conducted in small groups within RtI, can to some extent support decoding development as a part of reading factors. 

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  • 17.
    Nilvius, Camilla
    et al.
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL).
    Fälth, Linda
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL).
    Balanserad och ämnesövergripande läsundervisning2024Ingår i: Att undervisa barn i skolstartsålder / [ed] Helena Ackesjö & Katarina Herrlin, Gleerups Utbildning AB, 2024, 1, s. 117-128Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 18.
    Nilvius, Camilla
    et al.
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL).
    Fälth, Linda
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL).
    Selenius, Heidi
    Stockholm University, Sweden.
    Svensson, Idor
    Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för psykologi (PSY).
    Examination of a multitiered RtI-model for identifying and supporting students at risk of reading difficulties in primary schools in Sweden2023Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Some Swedish schools do not identify and support students with reading difficulties efficiently enough during the first years at school. A longitudinal design was used to examine a multitiered RtI-model for identifying and supporting students at risk of reading difficulties in a Swedish school context. The results demonstrated that the RtI-model could be successfully applied. The proportion of students in need of support (i.e., below the 25th percentile) was significantly reduced after two years. Compared to students in the reference group (n  = 759), significantly fewer students in the RtI group (n  = 113) scored below the 25th percentile in word and non-word decoding and reading comprehension in a short text at the end of Grade 2. The discussion highlights the RtI-model’s original ideas.

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  • 19.
    Nilvius, Camilla
    et al.
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL).
    Fälth, Linda
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL).
    Selenius, Heidi
    Stockholm University, Sweden.
    Svensson, Idor
    Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för psykologi (PSY).
    Examination of a three-tiered RtI-model for identifying and supporting students at risk of reading difficulties in primary schools in SwedenManuskript (preprint) (Övrigt vetenskapligt)
    Abstract [en]

    Some Swedish schools do not identify and support students with reading difficulties efficiently enough during the first years at school. A longitudinal design was used to examine a three-tiered RtI-model for identifying and supporting students at risk of reading difficulties in a Swedish school context. The results demonstrated that the RtI-model could be successfully applied. The proportion of students in need of support (i.e., below the 25th percentile) was significantly reduced after two years. When comparing students receiving RtI-treatment (n =113) with a group of reference students (n =759), students at-risk of reading difficulties in the RtI-group reached the cut-off of the study (i.e., 25th percentile) to a significantly higher degree in word and non-word decoding and reading comprehension in a short text during the post-test at the end of Grade 2 than students in the reference group. The discussion highlights the RtI-model’s strength - “No Child Left Behind”. 

  • 20.
    Nilvius, Camilla
    et al.
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL).
    Fälth, Linda
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL).
    Svensson, Idor
    Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för psykologi (PSY).
    The efficiency of Response to Intervention for two struggling readers: A SingleSubject design2019Konferensbidrag (Refereegranskat)
    Abstract [en]

    Background: Response-to-intervention (RTI) is a model, used mainly in the USA, with three Tiers of interventions, which get successively gets more intensive, specific and individualized. In this study, the RTI model was adapted to Swedish conditions and an extra Tier was added to introduce assistive technology as a supplement for students who still had difficulties after individualized interventions.

    Aim: The purpose of the study was to implement, Response to Intervention (RTI) as a model, in a Swedish Grade 2 class to prevent reading, writing and arithmetic disabilities for children at risk.  However, this poster presentation highlights the reading aspect of the study.

     

    Method: The project monitored all students' development in reading, writing and arithmetic with standardized tests. Students that did not develop their reading, writing and arithmetic ability as expected, got more systematic, intensified and individualized training in Tier 2-4. A cut off for success, the 30th  percentile was used.

     

    Results:  The effects on non-word reading, word reading and reading comprehension through the different RTI-tiers are presented in the graphs below. The blue curve presents the development of the student who recently came to Sweden and has Swedish as a second language. The red curve presents the student with language impairment

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  • 21.
    Nilvius, Camilla
    et al.
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL).
    Svensson, Idor
    Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för psykologi (PSY).
    Efficacy evaluation of a full-scale response to intervention program for enhancing student reading abilities in a Swedish school context2022Ingår i: Reading and writing, ISSN 0922-4777, E-ISSN 1573-0905, Vol. 35, s. 1239-1264Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Reading abilities in Swedish students have declined in recent decades. The current study examined the effectiveness of a full-scale three-tier Response to Intervention (RtI) model designed to improve reading skills in Swedish students. Participants were grade 2 students in a primary school setting. A quasi-experimental between-group design was used to examine treatment effects. The RtI experimental group (n = 11) and comparison group (n = 11) were monitored longitudinally over 2.5 years. The interventions included specialized instruction on decoding and reading comprehension. The comparison group received treatment as usual. After the intervention, the number of students in need of support in the experimental RtI-group was reduced from six to one. Furthermore, decoding and reading comprehension improved in the experimental group relative to the comparison group; however, the results were not significant. The standard deviation in the experimental group was smaller than that in the comparison group for all follow-up measures. The intervention effect was sustained after one and a half year in most of the students who had responded to the intervention. In addition, the participating teachers mostly appreciated the RtI-model. These preliminary findings suggest that the RtI model possibly can enhance reading skills in Swedish students; however, more research is needed. Implications for using the RtI model are discussed.

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    fulltext
  • 22.
    Nordström, Thomas
    et al.
    Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för psykologi (PSY).
    Nilvius, Camilla
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL).
    Kartläggning och anpassning enligt modellen Response to Intervention (RTI)2021Ingår i: Dyslexikongress 2021, Stockholm, Sweden, August 19-21, 2021, 2021Konferensbidrag (Övrigt vetenskapligt)
    Abstract [sv]

    Föreläsningen innehåller en beskrivning av den amerikanska modellen Response to intervention (RtI) med fokus på läsning. RtI handlar i huvudsak om att tidigt förebygga läs- och skrivsvårigheter genom systematiska och återkommande mätningar av läsförmåga. Elever som inte utvecklar sin läsning adekvat får evidensbaserade interventioner, ofta individanpassade, innehållande fonologisk träning, fonem-grafem koppling, avkodningsträning ibland tillsammans med språkutvecklande aktiviteter. Genom mätningar av läsförmågan utvärderas elevens framsteg och fortsatta lärandebehov. Föreläsningen tar också upp det vetenskapliga stödet för RtI. Slutligen presenteras ett pågående svenskt projekt där RtI undersöks i lågstadiet. Studiens preliminära resultat diskuteras i skenet av organisatoriska utmaningar och huruvida RtI är en möjlig metod för svensk skola.

  • 23.
    Roos, Helena
    et al.
    Malmö University, Sweden.
    Fälth, Linda
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL).
    Karlsson, Lena
    Linnéuniversitetet, Fakulteten för teknik (FTK), Institutionen för matematik (MA).
    Nilvius, Camilla
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL).
    Selenius, Heidi
    Stockholm University, Sweden.
    Svensson, Idor
    Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för psykologi (PSY).
    Promoting basic arithmetic competence in early school years - using a response to intervention model2023Ingår i: Journal of Research in Special Educational Needs, E-ISSN 1471-3802, Vol. 23, nr 4, s. 263-388Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This study investigated whether mathematics education based on a multi-tiered response to intervention (RTI) model can support students' arithmetic competence in primary schools in Sweden. The intent was to identify and support students at risk of failure. In this study, 113 students participated in the intervention, and 30 students participated in the control group. Both groups were followed from Grade 1 to the end of Grade 2 and compared. During the first semester in Grade 1, all students were taught basic addition and subtraction with explicit instructions in Tier 1. Those who did not respond to Tier 1 after one semester were provided support within Tier 2 during the second semester. The same was repeated in grade 2 and the students that did not respond to Tier 2 were supported within Tier 3. At the end of Grade 2, students in the intervention group performed significantly higher on the basic arithmetic competence in the number range 1-9 than the control group. No significant difference was found in a test measuring basic arithmetic competence in the number range 10-19. This study shows that using multi-tiered RTI might be sufficient to identify and support students at risk in early arithmetic competence.

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