Thomas Nordström

Senior lecturer

Department of Psychology Faculty of Health and Life Sciences

thomas.nordstrom@lnu.se

+46 470-76 78 22

Teaching

My teaching is primarily located in the psychologist program.

Educational psychology - focus is on student’s reading development and reading and writing difficulties / dyslexia. This course also deals with the school's student health work, assessments and special educational remedies to strengthen classroom teaching, methods for learning to read and compensatory measures for students with reading and writing difficulties.

Scientific methodology - here the focus is primarily on integrating clinical or practice-oriented research with stable scientific methodology based on principles for open and reproducible science, in line with what is considered the highest degree of evidence. The courses also run a Journal Club where articles are studied based on a systematic evidence-based assessments. In another course, which can be seen as a supplement to the method courses, a systematic review is carried out in line with best practice, PRISMA standard.

Research

My research is focused on evidence-based methods in the field of education, mainly for learning to read and methods for students with reading and writing difficulties. Ongoing and completed project is, among other things, about the use of assistive technology, especially how text-to-speech and speech-to-text technology can be used compensatory.

In an ongoing project, we collaborate with the LegiLexi foundation. This project studies how primary school teachers can be supported to strengthen classroom teaching with the help of teaching recommendations based on measurements of students' reading skills.

In another project that is funded through the Swedish Research Council, the research compilation Visible learning is quality-examined, where the goal is to produce the highest level of evidence for methods and interventions in the field of education. This is done with methods for systematic reviews and in collaboration with other research groups, so-called CAMAS (Community-Augmented Meta-Analyzes)

My research groups

My ongoing research projects

Publications

Article in journal (Refereed)

Tyni, K., Wurm, M., Nordström, T., Bratt, A.S. (2024). A systematic review and qualitative research synthesis of the lived experiences and coping of transgender and gender diverse youth 18 years or younger. International Journal of Transgender Health.
Status: Epub ahead of print
Almgren Bäck, G., Nordström, T., Svensson, I. (2024). Enhancing Middle-School Students’ Textual Expression : The Complementary Role of Speech-to-Text Technology. Reading & Writing Quarterly. 1-16.
Status: Epub ahead of print
Kalmendal, A., Henriksson, I., Nordström, T., Carlsson, R. (2024). Protocol: Strategy instruction for improving short‐ and long‐term writing performance on secondary and upper‐secondary students : A systematic review. Campbell Systematic Reviews. 20 (2).
Status: Published
Nordström, T., Kalmendal, A., Batinovic, L. (2023). Risk of bias and open science practices in systematic reviews of educational effectiveness : A meta-review. Review of Education. 11 (3).
Status: Published
Van Den Akker, O.R., Ygram Peters, G., Bakker, C.B., Carlsson, R., Coles, N.A., et al. (2023). Increasing the transparency of systematic reviews : presenting a generalized registration form. Systematic Reviews. 12.
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
Johansson, M., Nordström, T., Svensson, I. (2021). Depressive symptoms, parental stress, and attachment style in mothers and fathers two and a half years after childbirth : Are fathers as affected as mothers?. Journal of Child Health Care. 25 (3). 368-378.
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
Svensson, I., Nordström, T., Lindeblad, E., Gustafson, S., Björn, M., et al. (2021). Effects of assistive technology for students with reading and writing disabilities. Disability and Rehabilitation : Assistive Technology. 16 (2). 196-208.
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
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
Nordström, T., Nilsson, S., Gustafson, S., Svensson, I. (2019). Assistive technology applications for students with reading difficulties : special education teacher’s experiences and perceptions. Disability and Rehabilitation : Assistive Technology. 14 (8). 798-808.
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
Nordström, T., Jacobson, C., Söderberg Juhlander, P. (2016). Early word decoding ability as a longitudinal predictor of academic performance. European Journal of Psychology of Education. 31 (2). 175-191.
Status: Published
Selart, M., Nordström, T., Kuuvas, B., Takemura, K. (2008). Effects of Reward on Self-regulation, Intrinsic Motivation and Creativity. Scandinavian Journal of Educational Research. 52 (5). 439-458.
Status: Published

Article in journal (Other academic)

Nordström, T., Svensson, I. (2017). Response to intervention (RTI) och assisterande teknik. Dyslexi – aktuellt om läs- och skrivsvårigheter. 21-27.
Status: Published

Article in journal (Other (popular science, discussion, etc.))

Nilsonne, G., Dahlgren, P.M., Eklund, A., Danielsson, H., Carlsson, R., et al. (2023). ”Sluta betala för att få publicera forskning”. Svenska Dagbladet. (2023-03-28).
Status: Published
Nordström, T. (2019). Assisterande teknik bra inslag i läsundervisning. Skolledaren. (5). 29-32.
Status: Published

Doctoral thesis, comprehensive summary (Other academic)

Nordström, T. (2018). Measures that matter : Facilitating literacy through targeted instruction and assistive technology. Doctoral Thesis. Växjö, Linnaeus University Press. 78.

Conference paper (Refereed)

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.
Kalmendal, A., Carlsson, R., Nordström, T. (2023). Visible learning, best practice or boondoggle? : Challenges in assessing a meta-meta-analysis. Presented at Unconference on Open Scholarship Practices in Education Research, Centre for Open Science, Charlottesville, United States of America.
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.
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.
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.
Nordström, T., Svensson, I., Lindeblad, E., Gustafson, S., Nilsson, S. (2016). Teachers' perceptions of reading apps for reading impaired students following a RCT study. Presented at the 5th All european dyslexia conference, Modena, Italy, 21-24 september, 2016.
Nordström, T., Söderberg, P., Jacobson, C. (2013). Word decoding as a predictor of academic success – a longitudinal study. 4th All-European Dyslexia conference, Växjö, september 19-22, 2013.
Söderberg Juhlander, P., Jacobson, C., Nordström, T. (2012). Twenty years of reading development in Kronoberg : Consequenses of poor decoding ability in grade 2, concerning later decoding development and academic success. Nineteenth Annual Meeting, Society for the Scientific Study of Reading, 11-14 July 2012, Montreal, Canada.
Jacobson, C., Nordström, T., Söderberg Juhlander, P., Fouganthine, A. (2012). Questionnaire results of the longitudinal study of reading development in Kronoberg, Sweden. Nineteenth Annual Meeting Society for the Scientific Study of Reading July 11-14, 2012 Montreal, Canada.

Conference paper (Other academic)

Nordström, T. (2022). Supporting Teachers and Struggling Readers with Assistive Technology and Assessment-Based Instruction. Presented at Diversity and inclusivity in English language education, Monash University, University of York, Thammasat University, Language Institute : Bangkok, Thailand, 9-10 December 2022.
Nordström, T., Carlsson, R., Batinović, L., Kalmendal, A., Henriksson, I. (2022). Meta-Review of Systematic Reviews in Educational Research : Risk of Bias and Open Practices. 2022 Unconference on Open Scholarship Practices in Education Research, Centre for Open Science, Charlottesville, United States of America.
Carlsson, R., Batinovic, L., Kalmendal, A., Nordström, T., Bergmann, C. (2021). Community Augmented Meta-analysis. Swedish Reproducibility Network (SweRN) and 2nd annual conference of Open Science Community Sweden, Stockholm, November 25, 2021.
Nordström, T., Nilvius, C. (2021). Kartläggning och anpassning enligt modellen Response to Intervention (RTI). Dyslexikongress 2021, Stockholm, Sweden, August 19-21, 2021.