Reading Development among Swedish Children: The Importance of Contextual Resources and Language Ability

References

• Allodi Westling, M. (2010). Pojkars och flickors psykiska hälsa i skolan: En kunskapsöversikt. Fritzes.
   Google Scholar
• Aro, M., Aro, T., Ahonen, T., Räsänen, T., Hietala, A., & Lyytinen, H. (1999). The development of phonological abilities and their relation to reading acquisition: Case studies of six Finnish children. Journal of Learning Disabilities, 32(457–463), 473. https://doi.org/https://doi.org/10.1177/002221949903200511
   PubMed Web of Science ®Google Scholar
• Åvall, M., Wolff, U., & Gustafsson, J. (2019). Rapid automatized naming in a developmental perspective between ages 4 and 10. Dyslexia, 25(4), 360–17. https://doi.org/https://doi.org/10.1002/dys.1631
   PubMed Web of Science ®Google Scholar
• Bialystok, E. (2007). Acquisition of literacy in bilingual children: A framework for research. Language Learning, 57, 45–77. https://doi.org/https://doi.org/10.1111/j.1467-9922.2007.00412.x
   Google Scholar
• Bialystok, E., Luk, G., & Kwan, E. (2005). Bilingualism, biliteracy, and learning to read: Interactions among languages and writing systems. Scientific Studies of Reading, 9, 43–61. https://doi.org/https://doi.org/10.1207/s1532799xssr0901_41
   Web of Science ®Google Scholar
• Björklund, A., Fredriksson, P., Gustafsson, J.-G., & Öckert, B. (2010). “Den svenska utbildningspolitikens arbetsmarknadseffekter: Vad säger forskningen?”. In Rapport 2010:13. Institutet För Arbetsmarknadspolitisk Utveckling. [Institute for Labour Market Policy Development]
   Google Scholar
• Chall, J. (1996). Learning to read the great debate. Harcourt Brace & Company.
   Google Scholar
• Cook, V. (2001). Using the first language in the classroom. The Canadian Modern Language Review, 57(3), 402–423. https://doi.org/https://doi.org/10.3138/cmlr.57.3.402
   Web of Science ®Google Scholar
• Cummins, J., & Gulutsan, M. (1974). Bilingual education and cognition. The Alberta Journal of Educational Research, 20, 259–269.
   Web of Science ®Google Scholar
• Dahlin, K. I. E. (2011). Effects of working memory training on reading in children with special needs. Reading and Writing, 24(4), 479–491. https://doi.org/https://doi.org/10.1007/s11145-010-9238-y
   Web of Science ®Google Scholar
• Dehn, M. J. (2008). Working memory and academic learning: Assessment and intervention. John Wiley & Sons.
   Google Scholar
• Denckla, M. B., & Rudel, R. G. (1976). Rapid “automatized” naming (R.A.N.): Dyslexia differentiated from other learning disabilities. Neuropsychologia, 14(4), 471–479. https://doi.org/https://doi.org/10.1016/0028-3932(76)90075-0
   PubMed Web of Science ®Google Scholar
• Derakhshan, A., & Karimi, E. (2015). The interference of first language and second language acquisition. Theory and Practice in Language Studies, 5(10), 2112–2117. https://doi.org/http://dx.doi.org/10.17507/tpls.0510.19
   Google Scholar
• Dylman, A. S., & Kikutani, M. (2018). The role of semantic processing in reading Japanese orthographies: An investigation using a script-switch paradigm. Reading and Writing, 31(3), 503–531. https://doi.org/https://doi.org/10.10007/s11145-017-9796-3
   PubMed Web of Science ®Google Scholar
• Gellert, A., & Elbro, C. (2017). Try a little bit of teaching: A dynamic assessment of word decoding as a kindergarten predictor of word reading difficulties at the end of grade 1. Scientific Studies of Reading, 21(4), 277–291. https://doi.org/https://doi.org/10.1080/10888438.2017.1287187
   Web of Science ®Google Scholar
• Gunnerud, H. L., Ten Braak, D., Reikerås, E., Donolato, E., & Melby-Lervåg, M. (2020). Is bilingualism related to a cognitive advantage in children? A systematic review and meta-analysis. Psychological Bulletin, 146(12), 1059–1083. https://doi.org/http://doi.org/10.1037/bul0000301
   Google Scholar
• Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Paul H Brookes Publishing.
   Google Scholar
• Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
   Google Scholar
• Hedlund, M. (2020). The importance of socioeconomic areas to children’s prosocial competence. A Swedish perspective [Unpublished masters’ thesis). Stockholm University. In Department of Psychology. Stockholm.
   Google Scholar
• Herkner, B. (2011). Läsutveckling i årskurs 2–6 belyst genom standardiserade test och nationella provet i svenska i årskurs 3. [Eng. Reading development in year 2–6 illuminated by standardised tests and national assessments in Swedish in Year 3]. Stockholms universitet.
   Google Scholar
• Herkner, B., Allodi Westling, M., & Olofsson, Å. (2014). Early identification or broken promises? A comparison of literacy assessment performance in 112 Swedish third graders. European Journal of Special Needs Education, 29(2), 237–246. https://doi.org/https://doi.org/10.1080/08856257.2014.882059
   Google Scholar
• Hulme, C., & Snowling, M. J. (2009). Developmental disorders of language learning and cognition. Wiley-Blackwell.
   Google Scholar
• Ingvar, M. (2010). Biologiska faktorer och könsskillnader i skolresultat: Ett diskussionsunderlag för Delegationen för jämställdhet i skolans arbete för analys av bakgrunden till pojkars sämre skolprestationer jämfört med flickors. Fritze.
   Google Scholar
• Johansson, M. G. (2009). Läsettan. Test i avkodning och bokstavskännedom. Natur och Kultur.
   Google Scholar
• Johnston, R. S., & Thompson, G. B. (1989). Is dependence on phonological information in children’s reading a product of instructional approach? Journal of Experimental Child Psychology, 48(1), 131–145. https://doi.org/https://doi.org/10.1016/0022-0965(89)90044-1
   PubMed Web of Science ®Google Scholar
• Johnston, R. S., & Watson, J. (2005). The effects of synthetic phonics teaching on reading and spelling attainment: A seven-year longitudinal study. Scottish Executive Education Department, 1-77. http://www.scotland.gov.uk/Resource/Doc/36496/0023582.pdf
   Google Scholar
• Johnston, R. S., Watson, J., & Logan, S. (2009). Enhancing word reading, spelling and reading comprehension skills with synthetic phonics teaching: Studies in Scotland and England. In C. Wood & V. Connelly (Eds.), Contemporary perspectives on reading and spelling (pp. 221–238). Routledge.
   Google Scholar
• Kikas, E., Silinskas, G., Jõgi, A., & Soodla, P. (2016). Effects of teacher’s individualized support on children’s reading skills and interest in classrooms with different teaching styles. Learning and Individual Differences, 49, 270–277. https://doi.org/https://doi.org/10.1016/j.lindif.2016.05.015
   Web of Science ®Google Scholar
• Kjeldsen, A. C., Kärnä, C., Niemi, P., Olofsson, Å., & Witting, K. (2014). Gains from training in phonological awareness in kindergarten predict reading comprehension in grade 9. Scientific Studies of Reading, 18(6), 452–467. https://doi.org/https://doi.org/10.1080/10888438.2014.940080
   Web of Science ®Google Scholar
• Lervåg, A., Bråten, I., & Hulme, C. (2009). The cognitive and linguistic foundations of early reading development: A Norwegian latent variable longitudinal study. Developmental Psychology, 45(3), 764–781. https://doi.org/https://doi.org/10.1037/a0014132
   PubMed Web of Science ®Google Scholar
• Liu, C., & Georgiou, G. K. (2017). Cognitive and environmental correlates of rapid automatized naming in Chinese kindergarten children. Journal of Educational Psychology, 109(4), 465–476. https://doi.org/http://doi.org/10.1037/edu0000151
   Web of Science ®Google Scholar
• Logan, S., & Johnston, R. (2010). Investigating gender differences in reading. Educational Review, 62(2), 175–187. https://doi.org/https://doi.org/10.1080/00131911003637006
   Web of Science ®Google Scholar
• Lubińska, D. (2016). Tvåspråkig utveckling hos barn. Manus till en muntlig presentation vid konferensen Polska språkets närvaro i Sverige, [Eng. Bilingual development in children. Script for an oral presentation at the conference ‘Presence of the Polish language in Sweden’]. Stockholms universitet. https://pp-prod-admin.it.su.se/polopoly_fs/1.287376.1466166485!/menu/standard/file/Tv%C3%A5spr%C3%A5kig%20utveckling%20hos%20barn.pdf.
   Google Scholar
• Lundberg, I., Frost, J., & Petersen, O.-P. (1988). Effects of an extensive program for stimulating phonological awareness in pre-school children. Reading Research Quarterly, 33(3), 263–284. https://doi.org/https://doi.org/10.1598/RRQ.23.3.1
   Web of Science ®Google Scholar
• Lyytinen, H., Erskine, J., Hämäläinen, J., Torppa, M., & Ronimus, M. (2015). Dyslexia – Early identification and prevention: Highlights from the Jyväskylä longitudinal study of dyslexia. Current Developmental Disorders Reports, 2(4), 330–338. https://doi.org/https://doi.org/10.1007/s40474-015-0067-1 Springer.com
   PubMedGoogle Scholar
• Manu, M., Torppa, M., Eklund, K., Poikkeus, A., Lerkkanen, M., & Niemi, P. (2020). Kindergarten pre-reading skills predict grade 9 reading comprehension (PISA reading) but fail to explain gender difference. Reading and Writing: An Interdisciplinary Journal, 34, 753-771. https://doi.org/http://dx.doi.org/10.1007/s11145-020-10090-w
   Google Scholar
• Marcon, R. A. (1999). Differential impact of preschool models on development and early learning of inner-city children: A three-cohort study. Developmental Psychology, 35(2), 358–375. https://doi.org/https://doi.org/10.1037/0012-1649.35.2.358
   PubMed Web of Science ®Google Scholar
• Moghadam, N. (2015). Childhood bilingualism and reading difficulties: Insights from cognition and pedagogy. Doktorsavhandling.
   Google Scholar
• Mullis, I. V. S., Martin, M. O., Foy, P., & Hooper, M. (2017). PIRLS 2016 international results in reading. Retrieved from Boston College, TIMSS & PIRLS International Study Center. http://timssandpirls.bc.edu/pirls2016/international-results
   Google Scholar
• Myrberg, M. (2000). The foundation for lifelong learning. The National Agency for Education, Report no. 188. Liber.
   Google Scholar
• National Institute for Literacy. (2008). Developing early literacy: Report of the National Early Literacy Panel.
   Google Scholar
• Neass Hjeltland, H., Brinchmann, E. I., Scherer, R., Hulme, C., & Melby- Lervåg, M. (2020). Preschool pathways to reading comprehension: A systematic meta analytic review. Educational Research Review, 30, 1–23.
   Web of Science ®Google Scholar
• Niemi, P., Nurmi, J.-E., Lyyra, A.-L., Lerkkanen, M.-K., Lepola, J., Poskiparta, E., & Poikkeus, A.-M. (2011). Task avoidance, number skills and parental learning difficulties as predictors of poor response to instruction. Journal of Learning Disabilities, 44(5), 459–471. https://doi.org/https://doi.org/10.1177/0022219411410290
   PubMed Web of Science ®Google Scholar
• Niklas, F., Cohrssen, C., & Tayler, C. (2016). The sooner, the better: Early reading to children. Sage Open, 2016, 1–11. https://doi.org/https://doi.org/10.1177/2158244016672715
   Google Scholar
• Norton, E. S., & Wolf, M. (2012). Rapid automatized naming (RAN) and reading fluency: Implications for understanding and treatment of reading disabilities. Annual Review of Psychology 2012, 63(1), 427–452. https://doi.org/https://doi.org/10.1146/annurev-psych-120710-100431.
   PubMed Web of Science ®Google Scholar
• OECD (2010). Reviews of migrant education: Sweden. (Miho Taguma, Moonhee Kim, SatyaBrink and Janna Teltemann). http://www.oecd.org/dataoecd/45/40/44862803.pdf
   Google Scholar
• Olofsson, Å. (2000). Naming speed, phonological awareness and the initial stage of learning to read. Logopedics, Phoniatrics, Vocology, 25(1), 35–40. https://doi.org/https://doi.org/10.1080/140154300750045894
   PubMedGoogle Scholar
• Ozturk, G., Hill, S., & Yates, G. C. R. (2016). Girls, boys and early reading: Parents’ gendered views about literacy and children’s attitudes towards reading. Early Child Development and Care, 186(5), 703–715. https://doi.org/https://doi.org/10.1080/03004430.2015.1053477
   Web of Science ®Google Scholar
• PISA. (2015). Results (Volume I): Excellence and Equity in Education.
   Google Scholar
• Puolakanaho, A., Ahonen, T., Aro, M., Eklund, K., Leppänen, P. H. T., Poikkeus, A., Lyytinen, H., Torppa, M., & Lyytinen, H. (2007). Very early phonological and language skills: Estimating individual risk of reading disability. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 48(9), 923–931. https://doi.org/https://doi.org/10.1111/j.1469-7610.2007.01763.x.
   PubMed Web of Science ®Google Scholar
• Rekha, S. C., & Indurkhya, B. (2018). The role of RAN and PA in predicting reading difficulties in multilingual population: Evidence from Telugu native speakers. Asia Pacific Journal of Developmental Differences, 5(2), 189–203. https://doi.org/https://doi.org/10.3850/S2345734118000127
   Google Scholar
• Sahlberg, P. (2011). The fourth way of Finland. Journal of Education Change, 12(2), 173–185. https://doi.org/https://doi.org/10.1007/s10833-011-9157-y
   Google Scholar
• Siegel, L. (2013). Understanding dyslexia and other learning disabilities. Pacific Educational Press.
   Google Scholar
• SNAE. (2015). Uppdrag om ökad undervisningstid i svenska eller svenska som andra språk för nyanlända elever i grundskolan.[Eng. Commission about increased teaching hours in Swedish language or Swedish as second language for newly arrived students in compulsory school] Skolverket.https://www.skolverket.se/publikationer?id=3382
   Google Scholar
• SNAE. (2018). Analyser av familjebakgrundens betydelse för skolresultaten och skillnader mellan skolor. En kvantitativ studie av utvecklingen över tid i slutet av grundskolan. [Eng. Analyses of the importance of family background for academic achievement and differences between schools. A quantitative study of development over time at the end of elementary school.] Stockholm: Skolverket, rapport 467. [Swedish National Agency for Education].
   Google Scholar
• Snow, C. E., Burns, M. S., & Griffin, P. (1998). Preventing reading difficulties in young children. National Academy Press.
   Google Scholar
• Snowling, M. J., & Hulme, C. (2007). The science of reading. A handbook. Blackwell Publishing.
   Google Scholar
• SOU, (2010a). Könsskillnader i skolprestationer – Idéer om orsaker. (Statens offentliga utredningar, 2010:51). [Eng. Gender differences in academic achievement – Ideas and explanations. Official Reports of the Swedish Government, 2010:51]. Inga Wernersson.
   Google Scholar
• SOU, (2010b). Flickor, pojkar, individer– Om betydelsen av jämställdhet för kunskap och utveckling i skolan. (Statens offentliga utredningar, 2010:99). [Eng. Girls, boys, individuals – The importance of equality for knowledge and development in school. Official Reports of the Swedish Government, 2010:99]. Stockholm: Fritze.
   Google Scholar
• SOU, (2016). På goda grunder – En åtgärdsgaranti för läsning, skrivning och matematik. Utredningen om en läsa-skriva-räkna-garanti. (Statens offentliga utredningar, 2016:59). [Eng. On good grounds – A guarantee for actions concerning basic skills in reading, writing and mathematics. Official Reports of the Swedish Government, 2016:59].
   Google Scholar
• SOU, (2019). För flerspråkighet, kunskapsutveckling och inkludering. Modersmålsundervisning och studiehandledning på modersmålet. (Statens offentliga utredningar, 2019:18). [Eng. Multilingualism, knowledge development and inclusion. Mother-tongue teaching and Supervision. Official Reports of the Swedish Government, 2019:18].
   Google Scholar
• SOU, (2020). Förskola för alla barn – För bättre språkutveckling i svenska. (Statens offentliga utredningar, 2020:67). [Eng. Preschool for all children- for better language development in Swedish. Official Reports of the Swedish Government, 2020:67].
   Google Scholar
• Sweden, S. (2018). Demographic data for 25 ZIP codes in the Great Stockholm area, based on education, income, occupation, geography databases. Örebro.
   Google Scholar
• Sweden, S. (2021). Asylsökande i Sverige. https://www.scb.se/hitta-statistik/sverige-i-siffror/manniskorna-i-sverige/asylsokande-i-sverige/.
   Google Scholar
• Thompson, G. B. (1987). Three studies of predicted gender differences in processes of word reading. Journal of Educational Research, 80(4), 212. https://doi.org/https://doi.org/10.1080/00220671.1987.10885754
   Web of Science ®Google Scholar
• Torppa, M., Lyytinen, P., Erskine, J., Eklund, K., & Lyytinen, H. (2010). Language development, literacy skills, and predictive connections to reading in Finnish children with and without familial risk for dyslexia. Journal of Learning Disabilities, 43(4), 308–321. https://doi.org/https://doi.org/10.1177/0022219410369096
   PubMed Web of Science ®Google Scholar
• Wilsenach, C., & Makaure, P. (2018). Gender effects on phonological processing and reading development in Northern Sotho children learning to read in English: A case study of grade 3 learners. South African Journal of Childhood Education, 8(1), 546. https://doi.org/https://doi.org/10.4102/sajce.V8i1.546
   Web of Science ®Google Scholar
• Wolff, U. (2014). RAN as a predictor of reading skills, and vice versa: Results from a randomised reading intervention. Annals of Dyslexia, 64(2), 151–165. https://doi.org/https://doi.org/10.1007/s11881-014-0091-6
   PubMed Web of Science ®Google Scholar