Läs- och skrivutveckling och läs- och skrivsvårigheter: svenskdidaktiska och kognitiva perspektiv

Berninger, Virginia W., Katherine Vaughan, Robert D. Abbott, Kristin Begay, Kristina Byrd Coleman, Gerald Curtin, Jill Minish Hawkins & Steve Graham (2002). Teaching spelling and composition alone and together: Implications for the simple view of writing. Journal of educational psychology 94(2): 291–304. Tillgänglig som e-resurs via UB.

Bremholm, Jesper, Kristine Kabel, Caroline Liberg & Gustaf B. Skar (2022). A review of Scandinavian writing research between 2010 and 2020. Writing & pedagogy 13(1–3): 7–49. Tillgänglig som e-resurs via UB.

Connolly, Daniel, Julie Dockrell, Bridget Shield, Robert Conetta, Charles Mydlarz & Trevor Cox (2019). The effects of classroom noise on the reading comprehension of adolescents. The journal of the Acoustical Society of America 145(1): 372–381. Nätpublicerad

Duke, Nell K. & Kelly B. Cartwright (2021). The science of reading progresses: Communicating advances beyond the simple view of reading. Reading Research Quarterly 56:25–44. Tillgänglig som e-resurs via UB.

Graham, Steve (2018). A revised writer (s)-within-community model of writing. Educational Psychologist 53(4):258–279. Tillgänglig som e-resurs via UB.

Kraft, Sanna (2023). Tala fram texten: När barn med läs-och skrivsvårigheter skriver med tal-till-text. Göteborgsstudier i nordisk språkvetenskap 44. Diss. Göteborgs universitet: Institutionen för svenska, flerspråkighet och språkteknologi.

Matre, Marianne E. (2022). Speech-to-text technology as an inclusive approach: Lower secondary teachers’ experiences. Nordisk tidsskrift for pedagogikk og kritikk, 8. Tillgänglig som e-resurs via UB.

Melby-Lervåg, Monica & Arne Lervåg (2014). Reading comprehension and its underlying components in second-language learners: A meta-analysis of studies comparing first-and second-language learners. Psychological bulletin 140(2):409–433. Tillgänglig som e-resurs via UB.

O'Rourke, Lynsey, Vince Connelly, Anna Barnett & Olivia Alfonso (2020). Spellcheck has a positive impact on spelling accuracy and might improve lexical diversity in essays written by students with dyslexia. Journal of Writing Research 12(1):35–61. Nätpublicerad.

Snowling, Margaret J., Charles Hulme & Kate Nation (2020). Defining and understanding dyslexia: past, present and future. Oxford review of education 46(4):501–513. Tillgänglig som e-resurs via UB.

Sturk, Erika, Ann-Christin Randahl & Christina Olin-Scheller (2020). Back to basics? Discourses of writing in Facebook groups for teachers. Nordic Journal of Literacy Research 6.2. Tillgänglig som e-resurs via UB.

Wang, Hui & Anh Dang (2024). “Enhancing l2 writing with generative ai: A systematic review of pedagogical integration and outcomes.” https://doi.org/10.13140/RG.2.2.19572.16005

Wengelin, Åsa, Sanna Kraft, Fredrik Thurfjell & John Rack (2024). What can writing-process data add to the assessment of spelling difficulties? Reading and writing, 37(6):1635–1658. Tillgänglig som e-resurs via UB.

Wood, Sarah G., Jerad H. Moxley, Elisabeth L. Tighe & Richard K. Wagner (2018). Does use of text-to-speech and related read-aloud tools improve reading comprehension for students with reading disabilities? A meta-analysis. Journal of learning disabilities 51(1):73–84. Tillgänglig som e-resurs via UB.

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