Linda Fälth
Professor, assistant deputy vice-chancellor for the teacher educations
Department of Pedagogy
Faculty of Social Sciences
My ongoing research projects
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Project: Assimilating and producing text via assistive technology The project aims to study if a systematic and intensive use of assistive technology (AT), i.e., applications (apps) for tablets and…
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Project: Increase reading development in the adapted school with the help of LegiLexi (ÖLAS) In this project, we will evaluate how the introduction of the formative assessment support LegiLexi can…
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Project: LegiLexi The overall aim of the project is to conduct research on the reading development of primary school students. LegiLexi provides a digital assessment tool with individual teaching…
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Project: Reading interventions in the Swedish language for newly arrived immigrant adults The purpose of this project is to support newly arrived immigrants' written language skills in the Swedish…
Publications
Article in journal (Refereed)
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Fälth, L., Selenius, H. (2024). Primary school teachers' use and perception of digital technology in early reading and writing education in inclusive settings. Disability and Rehabilitation : Assistive Technology. 19 (3). 790-799.
Status: Published -
Fälth, L., Selenius, H., Nilsson, S., Svensson, I. (2024). Reading acquisition among students in Grades 1-3 with intellectual disabilities in Sweden. Dyslexia. 30 (3).
Status: Published -
Sand, C., Selenius, H., Fälth, L., Svensson, I. (2024). Reading Ability and a Comparison of Reading and Listening Comprehension for Students Aged 16–22 with Intellectual Disability. International journal of disability, development and education. 1-16.
Status: Epub ahead of print -
Almgren Bäck, G., Mossige, M., Bundgaard Svendsen, H., Rønneberg, V., Selenius, H., et al. (2024). Speech-to-text intervention to support text production among students with writing difficulties : a single-case study in nordic countries. Disability and Rehabilitation : Assistive Technology. 19 (8). 3110-3129.
Status: Published -
Sand, C., Svensson, I., Nilsson, S., Selenius, H., Fälth, L. (2024). Speech-to-text intervention to support text production for students with intellectual disabilities. Disability and Rehabilitation : Assistive Technology.
Status: Epub ahead of print -
Fälth, L., Selenius, H., Sand, C., Svensson, I. (2024). Decoding intervention for young students with mild intellectual disabilities : A single-subject design study. Journal of Intellectual Disabilities. 28 (4). 1095-1108.
Status: Published -
Egerhag, H., Selenius, H., Fälth, L., Svensson, I. (2023). Decoding intervention for L2 students in Sweden : A single-subject design study. Reading in a Foreign Language. 35 (2). 247-269.
Status: Published -
Nilvius, C., Fälth, L., Selenius, H., Svensson, I. (2023). Examination of a multitiered RtI-model for identifying and supporting students at risk of reading difficulties in primary schools in Sweden. Scandinavian Journal of Educational Research.
Status: Epub ahead of print -
Svensson, I., Fälth, L., Selenius, H., Nilsson, S. (2023). Reading interventions among patients at a forensic clinic : a one-year follow-up. Journal of Forensic Psychology Research and Practice. 23 (5). 489-502.
Status: Published -
Mossige, M., Bundgaard Svendsen, H., Almgren Bäck, G., Svensson, I., Dolmer, G., et al. (2023). Study Protocol : Text Performers—Using Speech-to-Text Technology to Support Students With Dyslexia During Text Production. Nordic Journal of Literacy Research. 9 (2). 99-123.
Status: Published -
Fälth, L., Brkovic, I., Kerestes, G., Svensson, I., Hjelmquist, E., et al. (2023). The Effects of a Multimodal Intervention on the Reading Skills of Struggling Students : An Exploration Across Countries. Reading Psychology. 44 (3). 225-241.
Status: Published -
Fälth, L., Selenius, H., Egerhag, H. (2023). A cross-sectional study on reading among young L1 and L2 students in Sweden. European Journal of Special Needs Education. 38 (2). 233-244.
Status: Published -
Selenius, H., Fälth, L. (2023). Teachers' experiences of promoting young students' language development in inclusive settings. Journal of Childhood, Education & Society. 4 (1). 1-15.
Status: Published -
Roos, H., Fälth, L., Karlsson, L., Nilvius, C., Selenius, H., et al. (2023). Promoting basic arithmetic competence in early school years - using a response to intervention model. Journal of Research in Special Educational Needs. 23 (4). 263-388.
Status: Published -
Fälth, L., Selenius, H., Nilvius, C. (2023). Lärares uppfattningar om arbete med läsförkunskaper i förskoleklass. HumaNetten. (51). 176-191.
Status: Published -
Egerhag, H., Fälth, L., Nilvius, C., Selenius, H., Svensson, I. (2023). Promoting decoding among young students with Swedish as a first and second language within a response to intervention model. Journal of Childhood, Education & Society. 4 (2). 176-192.
Status: Published -
Hallin, A.E., Danielsson, H., Nordström, T., Fälth, L. (2022). No learning loss in Sweden during the pandemic : Evidence from primary school reading assessments. International Journal of Educational Research. 114.
Status: Published -
Selenius, H., Fälth, L., Svensson, I., Strand, S. (2022). Educational Needs among Women Admitted to High Secure Forensic Psychiatric Care. Journal of Forensic Psychology Research and Practice. 22 (3). 269-284.
Status: Published -
Nilvius, C., Carlsson, R., Fälth, L., Nordström, T. (2021). Tier 2 interventions within the RtI-model for developing students' word decoding – a systematic review and meta-analysis. Cogent Education. 8 (1).
Status: Published -
Hellberg, K., Fälth, L., Lundbäck, B. (2021). Kulekrabater - Lek, lärande och undervisning : en lekintervention för att stärka barns deltagande i lek - en pilotstudie. Specialpædagogik. 41 (4). 38-53.
Status: Published -
Fälth, L., Brkovic, I. (2021). Intervention Targeting Reading and Working Memory among Struggling Readers in Primary School. Medical Research Archives. 9 (11). 1-16.
Status: Published -
Fälth, L. (2021). A study of parents reading aloud habits with research on reading aloud applied to research-based practices for promoting students' intrinsic motivation to read. International Journal of Teaching and Education. IX (2). 30-41.
Status: Published -
Söderlund, G., Åsberg Johnels, J., Rothen, B., Torstensson-Hultberg, E., Magnusson, A., et al. (2021). Sensory white noise improves reading skills and memory recall in children with reading disability. Brain and Behavior. 11 (7).
Status: Published -
Fälth, L., Lundbäck, B., Mekic Lindberg, A. (2020). Pupils with Special needs - Collaboration between School and School-age Educare. Social Sciences and Education Research Review. 7 (2). 7-26.
Status: Published -
Fälth, L., Svensson, E., Ström, A. (2020). Intensive Phonological Training With Articulation-An Intervention Study to Boost Pupils' Word Decoding in Grade 1. Journal of Cognitive Education and Psychology. 19 (2). 161-171.
Status: Published -
Fälth, L., Nilvius, C. (2019). A multi-function app for supporting reading and writing ability – teachers’ perspective. Defektoloaka teorija i praktika. 20 (1-2). 123-140.
Status: Published -
Gustafson, S., Nordström, T., Andersson, U.B., Fälth, L., Ingvar, M. (2019). Effects of a formative assessment system on early reading development. Education. 140 (1). 17-27.
Status: Published -
Nordström, T., Andersson, U.B., Fälth, L., Gustafson, S. (2019). Teacher inquiry of using assessments and recommendations in teaching early reading. Studies in Educational Evaluation. 63. 9-16.
Status: Published -
Lundbäck, B., Fälth, L. (2019). Leisure-time activities including children with special needs: a research overview. International Journal for Research on Extended Education. 7 (1). 20-35.
Status: Published -
Svensson, I., Fälth, L., Tjus, T., Mikael, H., Stefan, G. (2019). Two-step tier three interventions for children in grade three with low reading fluency. Journal of Research in Special Educational Needs. 19 (1). 3-14.
Status: Published -
Fälth, L., Nordström, T., Andersson, U., Gustafson, S. (2019). Assessment Support as Part of Teacher Duties in the Subject of Swedish at the Elementary Level. International Journal of Learning, Teaching and Educational Research. 18 (4). 85-109.
Status: Published -
Fälth, L., Nordström, T., Andersson, U.B., Gustafson, S. (2019). An intervention study to prevent ‘summer reading loss’ in a socioeconomically disadvantaged area with second language learners. Nordic Journal of Literacy Research. 5 (3). 10-23.
Status: Published -
Fälth, L., Nord, A. (2018). Reading strategies in high school : high school students’ experiences of an inclusive education approach. International Journal of Social Sciences and Education. 8 (2). 29-37.
Status: Published -
Svensson, I., Fälth, L., Persson, B.A., Nilsson, S. (2017). The Effect of Reading Interventions among Poor Readers at a Forensic Psychiatric Clinic. Psychiatry, Psychology and Law. 24 (3). 440-457.
Status: Published -
Fälth, L., Gustafson, S., Svensson, I. (2017). Phonological awareness training with articulation promotes early reading development. Education. 137 (3). 261-276.
Status: Published -
Fälth, L., Eva, N. (2017). Effects of a Fluency-Based Intervention on Students’ Accuracy, Fluency, Motivation and Self-Confidence in English as an Additional Language. JSM Communication Disorders. 01 (1).
Status: Published -
Svensson, I., Fälth, L., Persson, B.A. (2015). Reading level and the prevalence of a dyslexic profile among patients in a forensic psychiatric clinic. Journal of Forensic Psychiatry & Psychology. 26 (4). 532-550.
Status: Published -
Fälth, L., Jaensson, L., Johansson, K. (2015). Working Memory Training - A Cogmed Intervention. International Journal of Learning, Teaching and Educational Research. 14 (02). 28-35.
Status: Published -
Fälth, L., Nilvius, C., Anvegård, E. (2015). Intensive Reading with Reading Lists : An Intervention Study. Creative Education. 6. 2403-2409.
Status: Published -
Fälth, L., Svensson, I. (2015). An app as ‘reading glasses’ – a study of the interaction between individual and assistive technology for students with a dyslexicprofile. International Journal of Teachnig and Education. 3 (1). 1-12.
Status: Published -
Gustafson, S., Svensson, I., Fälth, L. (2014). Response to Intervention and Dynamic Assessment : Implementing Systematic, Dynamic and Individualised Interventions in Primary School. International journal of disability, development and education. 61 (1). 27-43.
Status: Published -
Fälth, L., Svensson, I., Carlsson, S., Gustafson, S. (2014). Self-image and Reading Development - the Effect of Self-Image on Reading Development among Pupils in Grade 2. Online Journal of Counselling and Education. 3 (4). 17-34.
Status: Published -
Fälth, L., Gustafson, S., Svensson, I., Tjus, T. (2014). Lärares erfarenheter av deltagande i en datorbaserad interventionsstudie som syftar till att öka elevernas läsförmåga.. Acta Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge. 8 (1). Article ID: 8.
Status: Published -
Fälth, L., Gustafson, S., Tjus, T., Heimann, M., Svensson, I. (2013). Computer-assisted Interventions Targeting Reading Skills of Children with Reading Disabilities - A Longitudinal Study. Dyslexia. 19 (1). 37-53.
Status: Published -
Fälth, L., Svensson, I., Tjus, T. (2011). The effects of two training programs regarding reading development among children with reading disabilities. Psychology. 2 (3). 173-180.
Status: Published -
Gustafson, S., Fälth, L., Svensson, I., Tjus, T., Heimann, M. (2011). Effects of three interventions on the reading skills of children with reading disabilities in grade 2. Journal of Learning Disabilities and Offending Behaviour. 44 (2). 123-135.
Status: Published
Article in journal (Other academic)
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Sand, C., Svensson, I., Nilsson, S., Selenius, H., Fälth, L. (2024). Speech-to-text intervention to support text production for students with intellectual disabilities. Disability and Rehabilitation : Assistive Technology.
Status: Epub ahead of print -
Fälth, L. (2013). Interventionsstudie i syfte att främja läsförmågan hos barn som kämpar med sin läsning. Dyslexi. 18 (3). 24-25.
Status: Published
Article in journal (Other (popular science, discussion, etc.))
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Fälth, L. (2010). Läs- och skrivforskning vid Linnéuniversitetet. Dyslexi. (4). 20-23.
Status: Published -
Svensson, I., Fälth, L., Tholerus, I. (2010). Universitetsstuderande med läs- och skrivsvårigheter och dyslexi.. Dyslexi. (2). 17-20.
Status: Published -
Fälth, L. (2010). International Dyslexia Association 2009.. Dyslexi. (1).
Status: Published -
Fälth, L., Svensson, I., Tjus, T. (2006). Läsförmågans utveckling med olika lästräningsprogram. Dyslexi. (1). 24-26.
Status: Published
Doctoral thesis, comprehensive summary (Other academic)
- Fälth, L. (2013). The use of interventions for promoting reading development among struggling readers. Doctoral Thesis. Växjö, Linnaeus University Press. 167.
Chapter in book (Refereed)
- Andersson, A., Fälth, L. (2024). Förskolebarns motivation att lära sig svenska som andraspråk. Mångfaldens Möten: Interkulturalitet, utbildning och lärande. Växjö, Linnaeus University Press. 159-176.
Chapter in book (Other academic)
- Nilvius, C., Fälth, L. (2024). Balanserad och ämnesövergripande läsundervisning. Att undervisa barn i skolstartsålder. Gleerups Utbildning AB. 117-128.
- Egerhag, H., Fälth, L. (2024). Tidig läsutveckling på ett första- och ett andraspråk. Mångfaldens möten : Interkulturalitet, utbildning och lärande. Växjö, Linnaeus University Press. 177-192.
- Egerhag, H., Fälth, L. (2024). Att läsa på svenska som andraspråk i de tidiga skolåren. Specialdidaktik för innehållsinkluderande undervisning. Malmö, Gleerups Utbildning AB. 47-60.
- Fälth, L. (2022). Dyslexi och den tidiga språk-, läs- och skrivundervisningen. Läs- och skrivundervisning utifrån elevers varierade behov. Gleerups Utbildning AB.
Conference paper (Refereed)
- Andersson, A., Fälth, L. (2023). How to think about preschool children with no knowledge of Swedish and low levels of motivation to learn the new language. .
- Andersson, A., Fälth, L. (2023). On motivating children to learn a host language. .
- Nordström, T., Danielsson, H., Fälth, L. (2023). Evaluating the Simple View of Reading Model : Longitudinal Testing and Applicability to the Swedish Language. Presented at the Quantitative research methods in education conference, QRM, Gothenburg, Sweden, June 12-13.
- Hallin, A.E., Danielsson, H., Nordström, T., Fälth, L. (2022). No learning loss in Sweden during the pandemic : Evidence from primary school reading assessments. What Works Global Summit 2022: Recovery and resilience in crisis, conference theme Equity and inclusion, October 18-20.
- Matta, C., Fälth, L., Wernholm, M., Andersson, A. (2021). Raising our eyes from effects : The mechanistic rewards of integrating neuroimaging, behavioral measures and ethnographic methods in the study of an educational intervention. Workshop: Mechanisms in the Sciences. Integrating Social and Biological Perspectives. September 27th and 28th, 2021 : Department of Logic, History and Philosophy of Science. UNED-Madrid.
- Söderlund, G., Fälth, L. (2019). Benefit of auditory- and visual noise stimulation in children with attention- or reading disabilities.. Presented at EDA Autumn Seminars 2019.
- Nordström, T., Gustafson, S., Fälth, L., Andersson, U.B., Ingvar, M. (2019). The potential of a forward-looking assessment and teaching system on students' reading gains. European Dyslexia Association Autumn Seminar, Växjö, Sweden, September 27-29.
- Nilvius, C., Fälth, L., Svensson, I. (2019). The efficiency of Response to Intervention for two struggling readers : A SingleSubject design. .
- Sand, C., Nordström, T., Fälth, L., Svensson, I. (2019). Assimilating and communication text via assistive technology : an alternative to reading and writing for ID school pupils aged 16-21. European Dyslexia Association Autumn Seminars 2019, Växjö, Sweden, September 27-29, 2019.
- Svensson, I., Lindeblad, E., Nordström, T., Fälth, L. (2017). Short and long-term effects of using assistive technology for students with reading and writing disabilities in compulory secondary school. Language, Literacy and Learning Conference, Perth, Australia, March 30 - April 1, 2017, Perth, Australia.
- Fälth, L. (2017). Läs- och skrivinterventioner för vuxna med läs- och skrivsvårigheter. Skriv! Les! Nordisk forskerkonferanse om skriving, lesing och literacy : NTNU Trondheim – 09.-11. mai 2017.
- Nilvius, C., Anvegård, E., Fälth, L. (2016). Intensive reading with reading lists : An intervention study. Book of abstracts. EDA 2016, 5th All European Dyslexia Conference, Modena, Italy, September 21-24, 2016. 109-109.
- Fälth, L. (2013). Reading interventions among struggling readers. .
- Fälth, L. (2009). Reading and writing disabilities among university students.. .
Conference paper (Other academic)
- Fälth, L., Svensson, I. (2017). Erfarenheter av skolmisslyckande – forskningsresultat från en psykiatrisk klinik och LVM-hem.. .
- Fälth, L. (2016). Hur kan kombinerad träning främja god läsutveckling?. Läs- och skrivdagen 2016, Lärarfortbildning, Stockholm, 17 mars, 2016.
- Fälth, L. (2011). Interventionsstudie med syfte att främja läsutvecklingen. .
Manuscript (preprint) (Other academic)
- Nilvius, C., Fälth, L., Selenius, H., Svensson, I. Examination of a three-tiered RtI-model for identifying and supporting students at risk of reading difficulties in primary schools in Sweden.
- Sand, C., Fälth, L., Nordström, T., Nilsson, S., Svensson, I. Impact of text-to-speech on assimilating text for students with intellectual disability.
Report (Other (popular science, discussion, etc.))
- Fälth, L., Hallin, A.E., Nordström, T. (2021). Corona-pandemins påverkan på lågstadieelevers läsinlärning. LegiLexi. 7.
Other (Other academic)
- Fälth, L., Gustafson, S., Kugelberg, E., Nordström, T. (2017). LegiLexis formativa bedömningsverktyg - Testmanual.