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Wennås Brante, E. (2015). Non-congruent pictures effects on reading comprehension: differences and similarities in patterns of transition between text and picture among young adults with and without dyslexia.
Open this publication in new window or tab >>Non-congruent pictures effects on reading comprehension: differences and similarities in patterns of transition between text and picture among young adults with and without dyslexia
2015 (English)Article in journal (Refereed) Submitted
National Category
Didactics
Identifiers
urn:nbn:se:hkr:diva-13466 (URN)
Available from: 2015-01-29 Created: 2015-01-29 Last updated: 2015-01-30Bibliographically approved
Ljung-Djärf, A., Wennås Brante, E. & Holmqvist Olander, M. (2014). "A gigantic pedagogical leap": the process of shifts during three learning study projects in Swedish early childhood education. Journal of Education and Training Studies, 2(1), 19-30
Open this publication in new window or tab >>"A gigantic pedagogical leap": the process of shifts during three learning study projects in Swedish early childhood education
2014 (English)In: Journal of Education and Training Studies, ISSN 2324-805X, Vol. 2, no 1, p. 19-30Article in journal (Refereed) Published
Abstract [en]

Swedish early childhood education (ECE) offers a curriculum-based preschool for children aged one to five, and a preschool class for children aged six years. Activities in these programs have traditionally been based on play and having fun, avoiding structured activities with formal learning objectives. Due to indications that Swedish ECE has failed to use its resources to stimulate children’s learning, the revised ECE curriculum now contains discernible learning objectives. This study analyses the process by which preschool teachers shifted their emphasis when participating in an learning study based on three projects conducted in Swedish ECE practice. In total, 14 preschool teachers, 95 children (2–6-year-olds), and five researchers participated. The objects of learning were: (1) 3D geometrical forms (2–3-year-olds), (2) organic decomposition (4–5-year-olds), and (3) the concept ‘twice as" (6-year-olds). The empirical material comprises 278 pre-, post-, and delayed post-tests, twelve planning meetings, and nine teaching activities. The results indicate that, during the projects, the initial focus on mere play expanded to include a focus on the object of learning. Three modes of change were discerned in how (1) the activities were framed, (2) the learning was perceived, and (3) the learning activities were conducted.

Keywords
learning study, variation theory, early childhood education, play and learning
National Category
Pedagogy
Identifiers
urn:nbn:se:hkr:diva-11520 (URN)10.11114/jets.v2i1.186 (DOI)
Available from: 2013-12-23 Created: 2013-12-23 Last updated: 2014-06-16Bibliographically approved
Wennås Brante, E. (2014). Möte med multimodalt material: Vilken roll spelar dyslexi för uppfattandet av text och bild?. (Doctoral dissertation). Göteborg: Göteborgs universitet
Open this publication in new window or tab >>Möte med multimodalt material: Vilken roll spelar dyslexi för uppfattandet av text och bild?
2014 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Place, publisher, year, edition, pages
Göteborg: Göteborgs universitet, 2014. p. 136
Series
Gothenburg studies in educational sciences, ISSN 0436-1121 ; 354
National Category
Psychology Didactics
Identifiers
urn:nbn:se:hkr:diva-13471 (URN)978-91-7346-791-9 (ISBN)978-91-7346-792-6 (ISBN)
Available from: 2015-01-30 Created: 2015-01-30 Last updated: 2015-01-30Bibliographically approved
Ljung-Djärf, A. & Wennås Brante, E. (2013). "A Giant Pedagogical roll": conclusions from three learning studies conducted in Swedish preschool. Paper presenterat vid The world organization for early childhood education (OMEP) 29th världskonferens, Shanghai. In: : . Paper presented at The 65th OMEP World Conference, Shanghai.
Open this publication in new window or tab >>"A Giant Pedagogical roll": conclusions from three learning studies conducted in Swedish preschool. Paper presenterat vid The world organization for early childhood education (OMEP) 29th världskonferens, Shanghai
2013 (English)Conference paper, Oral presentation only (Refereed)
National Category
Pedagogical Work
Identifiers
urn:nbn:se:hkr:diva-10981 (URN)
Conference
The 65th OMEP World Conference, Shanghai
Available from: 2013-08-20 Created: 2013-08-20 Last updated: 2014-06-16Bibliographically approved
Wennås Brante, E. (2013). Att orientera sig i text och bild: skillnader mellan förmodad och faktisk läsning för läsare med dyslexi. Acta Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge, 7(1), artikel 12
Open this publication in new window or tab >>Att orientera sig i text och bild: skillnader mellan förmodad och faktisk läsning för läsare med dyslexi
2013 (Swedish)In: Acta Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge, ISSN 1504-9922, E-ISSN 1504-9922, Vol. 7, no 1, p. artikel 12-Article in journal (Refereed) Published
Abstract [sv]

Artikeln presenterar en fallstudie rörande skillnader mellan faktisk och förmodad läsning. För att belysa fallet har tre unga vuxna med dyslexi undersökts då de läst faktatexter med illustrationer varvid deras ögonrörelser spelats in. Deltagarna har även intervjuats kring hur de uppfattar sin läsning. Syftet är att avtäcka eventuella skillnader mellan faktisk och förmodad läsning för denna grupp av läsare då tidigare läsförståelseforskning haft fokus på goda läsare. ”Mixed methods” användes vid analys av data. Studiens utgångspunkter är läsning i flera modaliteter, ’the simple view of reading’ samt läsförståelse som ett samtidigt processande av delar av texten på flera nivåer. Resultatet, som redovisas i tre narrativ, visar att läsmönstren är delvis omedvetna samt att bilderna betraktas slumpmässigt varvid integrering av information försvåras. Resultatet visar också på problem med avkodning något som försämrar processandet av texten på flera samtidiga nivåer. Resultatet antyder att instruktioner i framförallt bildbearbetning är önskvärt för gruppen av läsare

Keywords
fallstudie, multimedialärande, läsförståelse, mixed methods, ögonrörelser, dyslexi, unga vuxna, narrativ
National Category
Didactics
Identifiers
urn:nbn:se:hkr:diva-11589 (URN)
Funder
Swedish Research Council, 721-2010-5379
Available from: 2014-01-07 Created: 2014-01-07 Last updated: 2017-12-06Bibliographically approved
Wennås Brante, E. (2013). Att orientera sig i text och bild: tre läsares vägar över text och bild via ögonrörelseinspelning och intervjuer. In: : . Paper presented at Delaktighet i textsamhället, Umeå universitet, 13-15 februari 2013..
Open this publication in new window or tab >>Att orientera sig i text och bild: tre läsares vägar över text och bild via ögonrörelseinspelning och intervjuer
2013 (Swedish)Conference paper, Oral presentation with published abstract (Other academic)
Keywords
dyslexi, ögonrörelser, narrativ, intervjuer, läsförståelse
National Category
Pedagogy
Identifiers
urn:nbn:se:hkr:diva-10339 (URN)
Conference
Delaktighet i textsamhället, Umeå universitet, 13-15 februari 2013.
Funder
Swedish Research Council, dnr 2010-5379
Available from: 2013-03-25 Created: 2013-03-25 Last updated: 2013-05-15Bibliographically approved
Wennås Brante, E., Holmqvist Olander, M. & Nyström, M. (2013). Exploring the impact of contrasting cases in text and picture processing. Journal of Visual Literacy, 32(2), 15-38
Open this publication in new window or tab >>Exploring the impact of contrasting cases in text and picture processing
2013 (English)In: Journal of Visual Literacy, ISSN 1051-144X, Vol. 32, no 2, p. 15-38Article in journal (Refereed) Published
Abstract [en]

Multimodal learning materials are frequently met in education assuming enhanced learning outcomes. This study examined whether contrasts in such materials are likely to support reading comprehension for all readers. Young adults (n=46) met either text-only or text+picture material. Participants (19 with low phonological awareness [PA] and 27 controls with high PA) thereafter answered open interview questions to check for reading comprehension. Learning materials were designed to focus readers on aspects critical to understanding the content by the use of contrasts; eye-tracking was used as method. Well-known pictures aided information recall, but contrasts described in the text were most effective for learning.

Keywords
reading comprehension; phonological ability; text-picture integration; qualitative analysis, contrasts, multimodal learning
National Category
Didactics Pedagogy
Identifiers
urn:nbn:se:hkr:diva-11593 (URN)
Funder
Swedish Research Council, 721-2010-5379
Available from: 2014-01-07 Created: 2014-01-07 Last updated: 2017-12-06Bibliographically approved
Wennås Brante, E. (2013). "I don’t know what it is to be able to read": students with dyslexia experience their reading impairment. Support for Learning, 28(2), 79-86
Open this publication in new window or tab >>"I don’t know what it is to be able to read": students with dyslexia experience their reading impairment
2013 (English)In: Support for Learning, ISSN 0268-2141, E-ISSN 1467-9604, Vol. 28, no 2, p. 79-86Article in journal (Refereed) Published
Abstract [en]

Better understanding of the diverse reading abilities of people with dyslexia is necessary for the design of more effective learning situations, which are vital both to students with dyslexia and to their teachers. Seven individuals with dyslexia currently or formerly in higher education were interviewed about their reading experiences to learn how they themselves understand and describe their reading. The interviews are treated as individual profiles. Although the respondents were adult experienced readers, aware of their impairments, none could identify any strategy for overcoming dyslexia other than investing much time in homework and study. Each profile is unique, yet they share some characteristics, including strong parental support and a refusal to accept the label of ‘stupid’. Teachers need to recognise the diverse effects of dyslexia in order to improve the chances of dyslexic students – especially those who cannot rely upon strong parental support – of continuing to higher education.

Keywords
dyslexia, higher education, parental support, profiles
National Category
Pedagogy
Identifiers
urn:nbn:se:hkr:diva-10762 (URN)10.1111/1467-9604.12022 (DOI)
Available from: 2013-07-10 Created: 2013-07-10 Last updated: 2017-12-06Bibliographically approved
Ljung-Djärf, A., Holmqvist Olander, M. & Wennås Brante, E. (2013). Patterns of variation: a way to support and challenge early childhood learning?. Creative Education, 4(7A1), 33-42
Open this publication in new window or tab >>Patterns of variation: a way to support and challenge early childhood learning?
2013 (English)In: Creative Education, ISSN 2151-4755, E-ISSN 2151-4771, Vol. 4, no 7A1, p. 33-42Article in journal (Refereed) Published
Abstract [en]

The purpose in this article is to elaborate on how the use of patterns of variation designed by variation theory can challenge and develop the early childhood education (ECE) practice. The analysis is based on six learning study (LS) projects conducted in Swedish ECE. A LS is a systematical, theoretical based de- velopment of teacher professionalism, often in close cooperation with researchers. The projects included 17 teachers, 140 children and 7 researchers. The video documented empirical material consists of 16 analysis meetings, 14 interventions and 407 pre-, post-, and delayed posttests. Each project is a concrete example of the use of patterns of variation to increase early childhood learning. In all cases a tendency of qualitative changes in children’s ways of discerning the object of learning could be noticed. The purpose is to search for how this can be understood from a variation theoretical perspective. The main focus is on changed ways of performing the interventions to search for how patterns of variation were used to create and capture the learning situations throughout the projects. One of our findings is that we have seen that it takes more than one intervention for the teachers to capture which aspects of the object of learning are critical in the targeted group, but as the iterative process allows them to try out the design more than once, they manage to find them. The second finding is that the teachers changed focus from taken for granted assumptions of each child to focusing on their own design to facilitate the child’s learning. Finally, the aspect supposed to be discerned has to vary against an invariant background to be discerned by the chil- dren, and to separate the principle from the representation is needed to be able to generalize their new knowledge.

Keywords
Patterns of Variation, Variation Theory, Learning Study, Early Childhood Education
National Category
Pedagogy
Identifiers
urn:nbn:se:hkr:diva-10823 (URN)10.4236/ce.2013.47A1005 (DOI)
Available from: 2013-08-08 Created: 2013-08-08 Last updated: 2017-12-06Bibliographically approved
Landgren, L., Svärd, H. & Wennås Brante, E. (2013). Verksamhetens behållning av learning study. In: Mona Holmqvist Olander (Ed.), Learning study i förskolan: (pp. 145-160). Lund: Studentlitteratur
Open this publication in new window or tab >>Verksamhetens behållning av learning study
2013 (Swedish)In: Learning study i förskolan / [ed] Mona Holmqvist Olander, Lund: Studentlitteratur, 2013, p. 145-160Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur, 2013
National Category
Pedagogical Work Didactics
Identifiers
urn:nbn:se:hkr:diva-10612 (URN)978-91-44-09298-0 (ISBN)
Available from: 2013-06-13 Created: 2013-06-13 Last updated: 2013-09-04Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-1923-4328

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