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  • 1.
    Johansson, Baran
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Linguistic Abilities Related to Word Reading in Persian and Swedish2022Ingår i: Reading in a Foreign Language, ISSN 1539-0578, Vol. 34, nr 2, s. 325-348Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Previous studies have found that phonological processing and vocabulary predict word reading. However, their predictive powers may vary according to reading experience and across scripts with different levels of transparency. In this study, the relationship between phonological processing, decoding, vocabulary and word reading was explored in two different alphabetic languages: Persian (a non-Latin script) and Swedish (a Latin script). Standardised tests in both languages were used. Participants comprised 26 Persian-Swedish bilingual (biscriptal) children in school grades 4–9. Rapid automatic naming (RAN), phonological and semantic fluency, non-word reading and vocabulary were all significantly associated with word reading in Persian, whereas phonemic awareness, RAN, phonological fluency and non-word reading were significantly associated with word reading in Swedish. The findings have been compared with previous research and the educational implications are discussed.

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  • 2.
    Johansson, Baran
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Meaning Making and Writing Processes across Languages and Genres: A Case Study of Two Bilingual Biscriptal Children with Reading Difficulties2024Ingår i: International Journal of Studies in Education and Science, E-ISSN 2767-9799, Vol. 5, nr 2, s. 97-123Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This study explores the meaning-making and writing processes of two bilingual biscriptal children with reading difficulties. Each participant produced four texts, one descriptive and one narrative text in Persian (L1) and Swedish (L2). Drawing on systemic functional linguistics (SFL), some aspects of interpersonal, ideational and textual meanings were analyzed as the participants composed their texts across these two languages and genres. The Eye and Pen software was used to examine the writing processes. The results demonstrated that the participant with only poor word recognition successfully created similar meaning across languages and genres. However, the participant with mixed reading difficulties generally struggled to produce similar meaning across languages and genres. Similar patterns were observed in the participants’ writing processes. Both of them were more fluent writers in their L2 than in their L1 and could produce meaning more fluently in their L2 compared to their L1. The participants’ writing profiles in both languages were in agreement with previous studies on the writing of monolinguals with similar difficulties. The findings are discussed from a multi-competence perspective.

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  • 3.
    Johansson, Baran
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Rijlaarsdam, Gert
    Umeå University, Faculty of Arts, Department of language studies, Umeå (SWE).
    Writing fluency predicted by reading, linguistic and cognitive skills in L1 and L2 in the writing of bilingual biscriptal Persian-Swedish children2023Ingår i: L1-Educational Studies in Language and Literature, ISSN 1567-6617, E-ISSN 1573-1731, Vol. 23, s. 1-28Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Literacy acquisition in children’s L1 and L2 contributes to academic success, and embraces and supports children’s backgrounds and identity formation. However, limited education can prevent bilingual children from developing their writing fluency on the same level in L1 and L2. An analysis of writing fluency can show aspects that require more or less effort in children’s L1 and L2 writing. Thus, it is important to examine writing fluency and the related reading, linguistic and cognitive skills across children’s languages. Our knowledge is limited regarding the skills that could influence children’s writing fluency. Previous studies have mainly focused on Latin scripts and/or one alphabetic and one non-alphabetic script. Furthermore, English has been the writers’ L1 or L2. This paper investigated reading, linguistic and cognitive skills related to the writing fluency of bilingual biscriptal children in two different alphabetic scripts: Persian (L1) and Swedish (L2) across two different genres: narrative and descriptive. 23 children in years 4–9 (aged 10–15) produced four texts each using the Eye and Pen tool. Standardised tests across both languages were used to explore the participants’ reading, linguistic and cognitive skills. Analyses showed that they were more fluent writers across both genres in L2. Word reading appears to contribute to writing fluency across both languages, whereas vocabulary knowledge only related to writing fluency in L1. No significant relationship was found between working memory and writing fluency in either L1 or L2.

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