Many second language (L2) students in Sweden struggle with reading in Swedish. There needs to be more research on how L2 students with weak word decoding skills in Swedish could be individually supported. Therefore, the current study examined the impact of a systematic and intensive word decoding intervention in Swedish among individual L2…

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…

Children with Down syndrome (DS) using intensive computer-based phonics (GraphoGame, GG) were studied. The children's independence and improvement in phonological processing, letter knowledge, word decoding, and reading strategies were investigated. Seventeen children (5-16 years) with DS participated in a crossover design through 8 weeks (one…

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…

The purpose of the present study was to investigate the effects of a multimodal program, designed for practicing reading, on reading development in struggling readers in two different countries. The research question was whether one specific training method will have a positive effect on pupils' reading development in two different countries with…

Introduction: Spelling difficulty is a common symptom of aphasia and can entail editing difficulties. Previous research has shown that extensive editing is related to a lower production rate in text writing for persons with aphasia, yet editing difficulty is not commonly examined. It is not known if editing difficulty is related to reading and…

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…

This article focuses on low-performing adult readers in the Scandinavian countries, seeking to identify and describe some of the literacy-related problems that they face. Following a presentation of the Reading Components Assessment (RCA) used in PIAAC (Program for International Assessment of Adult Competencies), we provide profiles for those…

The aim of this study is to examine how a structured intensive training period with a phonological multisensory reading training method, at the end of Grade 1, can develop pupils' ability to connect phonemes with the corresponding graphemes as well as their ability to decode. A total of 38 pupils in Grade 1 from four elementary schools…

Previous studies have found that phonological processing and vocabulary predict word reading. However, their predictive powers may vary according to reading experience and across scripts with different levels of transparency. In this study, the relationship between phonological processing, decoding, vocabulary and word reading was explored in two…

This study examined a literacy program that targeted students most at risk of reading difficulties in kindergarten and first grade of 12 Swedish schools. The program used multi-sensory learning methods that focused on phonological awareness and phonics, and was delivered during 10 weeks over 30-35 sessions by teachers in a one-to-one or one-to-two…

Background: Previous research shows that critical constructive feedback, that scaffolds students to improve on tasks, often remains untapped. The paper's aim is to illuminate at what stages students provided with such feedback drop out of feedback processing. Methods: In our model, students can drop out at any of five stages of feedback…

We present quantitative results from the pilot-year of a large scale Swedish educational project in reading development called LegiLexi, inspired by research within the response to intervention and formative assessment traditions. The vision of the project is that every pupil should reach adequate reading skills at the end of grade 3 in primary…

This study, using a longitudinal design with a Swedish cohort of young readers, investigates if children's early word decoding ability in second grade can predict later academic performance. In an effort to estimate the unique effect of early word decoding (grade 2) with academic performance (grade 9), gender and non-verbal cognitive ability were…

The book-gifting programme, the Letterbox Club, was developed as a response to the increased interest in ways of improving the educational outcomes of children in out-of-home care. By reporting quantitative and qualitative findings from a Swedish trial, and compiling findings from previous British evaluations, the purpose of this paper is to…