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Olofsson, Åke
Publications (9 of 9) Show all publications
Söderberg Juhlander, P. & Olofsson, Å. (2011). Spelling development during the first year of school. In: SSSR 2011 Conference Abstracts. Paper presented at Eighteenth Annual Conference of the Society for the Scientific Study of Reading July 13-16 Don CeSar Hotel St. Pete Beach, Florida. Society for the Scientific Study of Reading
Open this publication in new window or tab >>Spelling development during the first year of school
2011 (English)In: SSSR 2011 Conference Abstracts, Society for the Scientific Study of Reading , 2011Conference paper, Published paper (Refereed)
Abstract [en]

Pernilla Soderberg Juhlander (Linnaeus University)Ake Olofsson - Gavle University and Umea University - Spelling development during the first year of school. Purpose: To provide a detailed description of the development of spelling during the first year of schooling, and a comparison of the development of decoding and spelling. Method: One year longitudinal study of the first year of reading development in 35 seven year old Swedish children. Word decoding and letter knowledge was assessed with a computer based procedure and spelling was measured with paper and pencil tasks. The word material consisted of; (a) very familiar (content and functor) mono syllable simple words; (b) complex words which occur with high frequency in the early stages of children's reading schemes; (c) simple one-syllable pseudowords and (d) two-syllable pseudowords. Assessment of letter knowledge and phonological awareness was done prior to school entry. Results: The children had problems spelling words containing orthographic complexities, bi-syllabic nonwords were a bit easier to spell. The best result was found for simple words and for mono syllabic nonwords. Simple words and mono syllabic nonwords were relatively easier to spell than to read. On the contrary, complex words and bi-syllabic words were easier to read than to spell. Conclusions: When learning to read and spell, in the Swedish orthography, the beginning readers frequently encounter simple and short (mono syllabic) words. This may give the impression that spelling is easier than reading. This impression is reinforced by the phenomenon that it is often easier to interpret a misspelled word than a misread one. The pedagogical implications of these findings are discussed.

Place, publisher, year, edition, pages
Society for the Scientific Study of Reading, 2011
National Category
Pedagogy Psychology
Identifiers
urn:nbn:se:hig:diva-10609 (URN)
Conference
Eighteenth Annual Conference of the Society for the Scientific Study of Reading July 13-16 Don CeSar Hotel St. Pete Beach, Florida
Available from: 2011-09-30 Created: 2011-09-30 Last updated: 2018-03-13Bibliographically approved
Olofsson, Å., Ahl, A. & Taube, K. (2011). Students with dyslexia: Study skills and learning support in Swedish higher education.. In: British Dyslexia Association 8th International Conference, Harrogate, 2-4 June, 2011: Dyslexia: Beyond Boundaries. Paper presented at British Dyslexia Association 8th International Conference. British Dyslexia Association
Open this publication in new window or tab >>Students with dyslexia: Study skills and learning support in Swedish higher education.
2011 (English)In: British Dyslexia Association 8th International Conference, Harrogate, 2-4 June, 2011: Dyslexia: Beyond Boundaries, British Dyslexia Association , 2011Conference paper, Published paper (Refereed)
Abstract [en]

In many European countries the number of dyslexic students entering higher education is increasing. The present study focuses on how university institutions and teachers are affected by students with dyslexia, the type of support offered by the higher education institutions and the strategies used by the students with these problems. Results from interviews and self-reports of 30 university students and 25 lecturers from 3 Swedish universities showed that the students use both compensation methods offered by the institutions and personal strategies. The results indicated that there are significant knowledge gaps in the educational institutions regarding students who have dyslexia.

Place, publisher, year, edition, pages
British Dyslexia Association, 2011
Keywords
Dyslexia, Higher Education
National Category
Pedagogy Psychology
Identifiers
urn:nbn:se:hig:diva-10608 (URN)
Conference
British Dyslexia Association 8th International Conference
Projects
Dyslexi, lärande och undervisning i högre utbildning
Funder
Swedish Research Council, 721-2008-5344
Available from: 2011-09-30 Created: 2011-09-30 Last updated: 2018-03-13Bibliographically approved
Olofsson, Å. & Söderberg Juhlander, P. (2010). Speed and accuracy in the first year of reading development.. In: Seventeenth Annual Meeting of the Society for the Scientific Study of Reading, July 7-10, 2010, Berlin: SSSR 2010 Conference Abstracts. Paper presented at Seventeenth Annual Meeting of the Society for the Scientific Study of Reading, July 7-10, 2010, Berlin. Society for the Scientific Study of Reading
Open this publication in new window or tab >>Speed and accuracy in the first year of reading development.
2010 (English)In: Seventeenth Annual Meeting of the Society for the Scientific Study of Reading, July 7-10, 2010, Berlin: SSSR 2010 Conference Abstracts, Society for the Scientific Study of Reading , 2010Conference paper, Published paper (Refereed)
Abstract [en]

Purpose. To provide a detailed description of the development of word recognition during the first year of schooling, with respect to processing speed and decoding accuracy. Method. One year longitudinal study of the first year of reading development in 35 seven year old Swedish children. The study used a computer based measurement procedure with four waves of repeated measurement of reading aloud of single words. The accuracy of word decoding was recorded and analyzed with respect to errors and decoding strategies. Reaction and process times were recorded for reading as well as for rapid naming and letter knowledge. The word material consisted of; (a) very familiar (content and functor) mono syllable simple words; (b) complex words which occur with high frequency in the early stages of children's reading schemes; (c) simple one-syllable pseudowords and (d) two-syllable pseudowords. Also a short spelling task was used. Assessment of letter knowledge and phonological awareness was done prior to school entry. Results. The results show a rapid reading development for practically all children and clear evidence for code oriented and phonologically based decoding strategies. At the first three timepoints monosyllable pseudo words were read more correct than simple words. The development of decoding speed was preceded by an increase in accuracy. Conclusions. When learning to read, in the Swedish orthography, the beginning readers rely on phonological skills and letter knowledge rather than using any holistic strategy. The results give no support to the claim of an initial logographic strategy in reading acquisition.

Place, publisher, year, edition, pages
Society for the Scientific Study of Reading, 2010
National Category
Psychology
Identifiers
urn:nbn:se:hig:diva-10610 (URN)
Conference
Seventeenth Annual Meeting of the Society for the Scientific Study of Reading, July 7-10, 2010, Berlin
Available from: 2011-09-30 Created: 2011-09-30 Last updated: 2018-03-13Bibliographically approved
Ahl, A., Olofsson, Å. & Taube, K. (2010). Studenter med dyslexi inom högre utbildning i Sverige och Storbritannien. Dyslexi, 3, 4-9
Open this publication in new window or tab >>Studenter med dyslexi inom högre utbildning i Sverige och Storbritannien
2010 (Swedish)In: Dyslexi, ISSN 1401-2480, Vol. 3, p. 4-9Article in journal (Refereed) Published
Place, publisher, year, edition, pages
Solna: Svenska Dyslexiföreningen, 2010
National Category
Pedagogy Pedagogical Work
Identifiers
urn:nbn:se:hig:diva-10607 (URN)
Projects
Dyslexi, lärande och undervisning i högre utbildning
Funder
Swedish Research Council, 721-2008-5344
Available from: 2011-09-30 Created: 2011-09-30 Last updated: 2018-03-13Bibliographically approved
Olofsson, Å. (2009). Fonologisk medvetenhet. In: Stefan Samuelsson m fl (Ed.), Dyslexi och andra svårigheter med skriftspråket (pp. 16-31). Stockholm: Natur & Kultur
Open this publication in new window or tab >>Fonologisk medvetenhet
2009 (Swedish)In: Dyslexi och andra svårigheter med skriftspråket / [ed] Stefan Samuelsson m fl, Stockholm: Natur & Kultur , 2009, p. 16-31Chapter in book (Other academic)
Abstract [sv]

Begreppet fonologisk medvetenhet har sedan 1970-talet varit centralt inom så gott som alla läsforskningens områden. Detta kapitel ger en beskrivning av begreppets bakgrund och innebörd med avseende på både teori och praktik. Begreppet har en relativt modern historia och ett nära släktskap med lingvistik och kognitionspsykologi. Först redogörs för begreppets lingvistiska sida och därefter för dess relation till barns tänkande (kognitiv utveckling). Sedan beskrivs hur begreppet omsätts i praktiken, i form av språklekar och övningar med barn, och hur det hänger ihop med skrift och barns läsutveckling.

Place, publisher, year, edition, pages
Stockholm: Natur & Kultur, 2009
Series
Lärare Lär, ISSN 99-0939145-7
National Category
Psychology Pedagogy
Identifiers
urn:nbn:se:hig:diva-10606 (URN)978-91-27-41934-6 (ISBN)
Available from: 2011-09-30 Created: 2011-09-30 Last updated: 2018-03-13Bibliographically approved
Olofsson, Å. (2008). Early writing among ancient vikings and today's preschoolers: a cognitive developmental perspective on reading acquisition and alphabets as effective artefacts. Paedagogica historica, 44(1-2), 167-178
Open this publication in new window or tab >>Early writing among ancient vikings and today's preschoolers: a cognitive developmental perspective on reading acquisition and alphabets as effective artefacts
2008 (English)In: Paedagogica historica, ISSN 0030-9230, E-ISSN 1477-674X, Vol. 44, no 1-2, p. 167-178Article in journal (Refereed) Published
Abstract [en]

The present paper reports some observations on pre-school children’s spontaneous as well as adult-supported spelling behaviour and makes comparisons between aspects of these early literacy activities and some features of spellings from mostly twelfth- to fourteenth-century Norwegian runic inscriptions. The runic inscriptions originate from a post-Viking time period where formal schooling was rare and exclusively based on the Latin alphabet. It is argued that runic literacy was serving several important functions in the society and that runic literacy skill was learned in an everyday sociocultural context and that this learning process in a critical way was supported by one major artefact – the runic alphabet itself. It is concluded that there are fundamental similarities between the learning activities among the children of today and the thirteenth-century self-supported print explorer. The basic commonality is alphabetical knowledge and it is concluded that primary knowledge of the actual alphabet is, and has always been, essential for the initial stage of reading acquisition.

Keywords
reading acquisition, runes, phonological awareness, early literacy
National Category
Humanities Psychology Pedagogy
Identifiers
urn:nbn:se:hig:diva-1663 (URN)10.1080/00309230701865546 (DOI)000253915400011 ()
Available from: 2008-05-05 Created: 2008-05-05 Last updated: 2018-03-13Bibliographically approved
Olofsson, Å. (2006). Stimulans och uppföljning av läs- och skrivutveckling i förskolan. In: Eriksson, Mårten et al (Ed.), Tionde Nordiska Barnspråkssymposiet 18-20 november 2005, Högskolan i Gävle (pp. 88-96). Gävle: Högskolan i Gävle
Open this publication in new window or tab >>Stimulans och uppföljning av läs- och skrivutveckling i förskolan
2006 (Swedish)In: Tionde Nordiska Barnspråkssymposiet 18-20 november 2005, Högskolan i Gävle / [ed] Eriksson, Mårten et al, Gävle: Högskolan i Gävle , 2006, p. 88-96Chapter in book (Other academic)
Place, publisher, year, edition, pages
Gävle: Högskolan i Gävle, 2006
Identifiers
urn:nbn:se:hig:diva-1222 (URN)
Note
Tionde Nordiska Barnspråkssymposiet. Gävle, 18-20 november 2005.Available from: 2008-01-17 Created: 2008-01-17 Last updated: 2018-03-13Bibliographically approved
Frost, J., Madsbjerg, S., Niedersøe, J., Olofsson, Å. & Møller Sørensen, P. (2005). Semantic and phonological skills in predicting reading development: From 3 – 16 years of age. Dyslexia, 11(2), 79-92
Open this publication in new window or tab >>Semantic and phonological skills in predicting reading development: From 3 – 16 years of age
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2005 (English)In: Dyslexia, ISSN 1076-9242, E-ISSN 1099-0909, Vol. 11, no 2, p. 79-92Article in journal (Refereed) Published
Abstract [en]

The present longitudinal study investigated the relationship between pre-school semantic skills (vocabulary, comprehension and sentence construction), phonological awareness and later word decoding and reading comprehension skills. More than 200 Danish children were followed from a speech therapist screening at the age of three, through a phonological group screening at six, word decoding tests in Grade 2, sentence reading tests in Grades 3, 4, and 6, and to a text reading test in Grade 9 (age 16). The predictor variables consisted of both standardized test results, professional ratings, and a factor of interest in books.The results showed that both the semantic variables and interest in books at the age of three and the phonological variables at the age of six predicted reading development significantly at the age of 16. In addition the results demonstrated changing main effect from semantic and phonological variables on reading development. Phonological awareness at the age of 6 seemed to have the greatest influence on reading at the beginning of Grade 2 compared to the semantic variables at the age of three. On all other measures in time, the semantic variables had the greatest influence. Copyright © 2005 John Wiley & Sons, Ltd

Identifiers
urn:nbn:se:hig:diva-2395 (URN)10.1002/dys.292 (DOI)000229444800001 ()15918368 (PubMedID)
Available from: 2007-03-15 Created: 2007-03-15 Last updated: 2018-03-13Bibliographically approved
Kjeldsen, A.-C., Niemi, P. & Olofsson, Å. (2003). Training phonological awareness in kindergarten level children: Consistency is more important than quantity.. Learning and instruction, 13(4), 349-365
Open this publication in new window or tab >>Training phonological awareness in kindergarten level children: Consistency is more important than quantity.
2003 (English)In: Learning and instruction, ISSN 0959-4752, E-ISSN 1873-3263, Vol. 13, no 4, p. 349-365Article in journal (Refereed) Published
Abstract [en]

In this study, we show that the benefits of phonological training upon reading skills, aptly demonstrated by Lundberg, Frost, and Petersen (Reading Res. Q., 23 (1988) 263), can be obtained even in less favourable conditions featuring a smaller dose of training in a kindergarten culture impregnated by knowledge of phonological awareness and reading. As a consequence, the control group in the present study demonstrated vastly better pre-school reading skills than the one in Lundberg et al. (1988). One experimental group received a training dose of only 60% of that administered by Lundberg et al. (1988). The results replicated those of Lundberg et al. (1988) even for the group with a 60% training dose. A significant gain in word reading was maintained until the end of grade 2 both for mainstream pupils and children-at-risk. A spelling gain was observed only for children-at-risk in grade 2. It is suggested that training must be strictly systematic in order to be effective. The results are discussed in terms of metacognitive insights into reading that are gained through training in phonological awareness.

Keywords
Phonological training, Phonological awareness, Phonological intervention, Phonemic awareness
Identifiers
urn:nbn:se:hig:diva-1223 (URN)10.1016/S0959-4752(02)00009-9 (DOI)
Available from: 2008-01-17 Created: 2008-01-17 Last updated: 2018-03-13Bibliographically approved
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