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  • 1.
    Hermansson, Carina
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Jonsson, Bert
    Umeå University, Faculty of Social Sciences, Department of Psychology.
    Levlin, Maria
    Umeå University, Faculty of Arts, Department of language studies.
    Lindhé, Anna
    Umeå University, Faculty of Arts, Department of culture and media studies.
    Lundgren, Berit
    Umeå University, Faculty of Arts, Department of language studies.
    Norlund Shaswar, Annika
    Umeå University, Faculty of Arts, Department of language studies.
    The (non)effect of Joint Construction in a genre-based approach to teaching writing2019In: The Journal of educational research (Washington, D.C.), ISSN 0022-0671, E-ISSN 1940-0675, Vol. 112, no 4, p. 483-494Article in journal (Refereed)
    Abstract [en]

    This quasi-experimental intervention study examines the effect of genre-based instructional practices on 90 primary students’ narrative writing achievements and is a result of six teachers’ action to meet the educational goals of the Swedish national curriculum. Specifically, the authors examine the effects of Joint Construction, the phase in the genre pedagogical model of the Sydney School known as the Teaching and Learning Cycle, in which teachers and students work together to co-construct texts. Joint Construction has been put forward as the most powerful part of the Teaching and Learning Cycle. The authors challenge this argument, presenting findings that are inconsistent with this widely held belief. Using a pretest-posttest control group design, the study shows that the Joint Construction stage did not significantly improve the quality of students’ narrative writing or increase the text length of their writings.

  • 2.
    Levlin, Maria
    Umeå University, Faculty of Arts, Department of language studies.
    Lässvårigheter, språklig förmåga och skolresultat i tidiga skolår: en undersökning av 44 elever i årskurs 2 till 32014Doctoral thesis, monograph (Other academic)
    Abstract [en]

    Every year about 20% of the students in primary and secondary school do not reach the goals of the Swedish National Curriculum. A greater understanding of how reading difficulties relate to oral language skills, and how both reading and oral language skills contribute to educational outcome in the Swedish context is needed to improve early identification and intervention for students at risk of not achieving the goals of the Swedish national curriculum. This dissertation investigates how reading difficulties and oral language comprehension affect educational outcome in the year 3 Swedish national tests, and how reading difficulties in early primary school relate to phonological processing skills and oral language comprehension. The Simple View of Reading model was used to describe the participants’ reading difficulties. All year 2 students (N = 214) in two municipalities participated in an examination of reading comprehension, word-decoding and spelling. Sixty-six students with reading comprehension (z < –0.83), word-decoding skills (z < –0.71) and/or spelling skills (z < –0.58) in the lower end of the normal distribution were identified. Forty-four students agreed to participate in the study. Oral language skills, phonological processing, verbal memory, word-decoding, reading comprehension and non-verbal ability were examined in year 3. Forty-six to 66 per cent of the students with reading comprehension difficulties in year 2 were identified with difficulties in oral language comprehension (z ≤ –1.0) in year 3. None of the students with specific word-decoding difficulties had difficulties in oral language comprehension. Oral language comprehension was significantly correlated to the results in the year 3 Swedish national tests for the two tasks in reading comprehension (p < .01) in Swedish, and with five of six tasks in Mathematics (p < .01 in four tasks and p < .05 in one task). Rapid naming of visual objects also correlated significantly with four out of six tasks in Mathematics (p < .01). Non-verbal ability, word-decoding and reading comprehension in year 3 showed no significant relationship with outcome in the Swedish national tests. This dissertation shows the centrality of oral language comprehension skills for both reading comprehension and outcome in the Swedish national tests, and the importance of considering oral language comprehension both in assessment and in intervention when students show poor reading comprehension skills in early primary school.

  • 3.
    Levlin, Maria
    Umeå University, Faculty of Arts, Department of language studies.
    Tidig intensiv avkodningsträning i åk 22017In: Dyslexi, ISSN 1401-2480, Vol. 22, no 4, p. 6-11Article in journal (Other academic)
  • 4.
    Levlin, Maria
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Sullivan, Kirk
    Umeå University, Faculty of Arts, Department of language studies.
    Olofsson, Åke
    Umeå University, Faculty of Social Sciences, Department of Psychology.
    Oral language skills in grade 3 among a group of Swedish students with weak word-decoding and reading comprehension in grade 2.2013Conference paper (Refereed)
  • 5.
    Levlin, Maria
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Sullivan, Kirk
    Umeå University, Faculty of Arts, Department of language studies.
    Olofsson, Åke
    Umeå University, Faculty of Social Sciences, Department of Psychology.
    Språklig förmåga hos en grupp elever med svag avkodning och läsförståelse i åk 2.2012Conference paper (Refereed)
  • 6.
    Levlin, Maria
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Sullivan, Kirk
    Umeå University, Faculty of Arts, Department of language studies.
    Olofsson, Åke
    Umeå University, Faculty of Social Sciences, Department of Psychology.
    Språkligförmåga hos en grupp elever med svag avkodning och läsförståelse i åk 2.2013Conference paper (Refereed)
  • 7.
    Levlin, Maria
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Waldmann, Christian
    Linnéuniversitetet.
    Oral language skills and reading in relation to written text production: A longitudinal study of 85 students' written text production in Year 3, 6 and 92017Conference paper (Refereed)
  • 8.
    Levlin, Maria
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Waldmann, Christian
    Umeå University, Faculty of Arts, Department of language studies.
    Samband mellan språklig förmåga och skriven textproduktion hos elever med lässvårigheter2016Conference paper (Refereed)
    Abstract [sv]

    Skriven textproduktion är en utmaning för många elever med språk- och lässvårigheter. Tidigare studier har visat att språklig förmåga, arbetsminne och fonologiskt processande utgör centrala förutsättningar inte bara för automatiserade processer i skrivandet (stavning och interpunktion) utan också för skrivprocesser på en högre kognitiv nivå (textens språkliga kvalitet, textorganisation och textlängd). I den föreliggande studien undersöker vi relationen mellan språklig förmåga, fonologiskt processande, verbalt arbetsminne, läsförmåga och skriven textproduktion hos 40 elever som identifierades med svag läs- och stavningsförmåga i årskurs 2. I årskurs 3 deltog dessa elever i en logopedutredning som omfattade en bedömning av fonologiskt processande, receptiv och expressiv språklig förmåga (ordförråd, grammatik och hörförståelse av text), korttidsminne, arbetsminne, ordavkodning, läsförståelse och icke-verbal problemlösning. Utfallet i logopedutredningen undersöktes i relation till den narrativa skrivuppgiften som eleverna genomförde i de nationella proven i svenska i årskurs 3. Elevernas texter analyserades utifrån ett flertal mått på textproduktion på olika nivåer: transkriptionsnivå (stavning och interpunktion), lexikal nivå (lexikal variation och densitet), meningsnivå (syntaktisk komplexitet, morfologiska och syntaktiska avvikelser) och textnivå (textlängd). Utifrån modellen ”Simple View of Writing” och resultat från tidigare forskning formulerades följande hypoteser: (1) receptiv och expressiv språklig förmåga, verbalt arbetsminne, avkodning och läsförmåga relaterar till textproduktion på ord- och meningsnivå och till mått på textnivå, och (2) fonologisk processande, avkodning och verbalt arbetsminne relaterar till stavning på transkriptionsnivån. Pearsons produktmomentkorrelation användes för att analysera relationen mellan språklig förmåga, fonologiskt processande, verbalt arbetsminne, läsförmåga och skriven textproduktion. Resultaten presenteras och diskuteras utifrån både metodologiska och teoretiska aspekter.

  • 9.
    Levlin, Maria
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Waldmann, Christian
    Linnéuniversitetet.
    Samband mellan språklig förmåga och skriven textproduktion hos elever med svag läsförmåga2017In: Språk och norm: Rapport från ASLA:s symposium, Uppsala universitet 21-22 april 2016, Uppsala: ASLA , 2017, p. 62-70Conference paper (Refereed)
1 - 9 of 9
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