In a phonological assessment, the aim is to obtain systematic and reliable data of a child's speech output, which can then serve as a basis for a decision on an appropriate intervention (Wolk & Meisler, 1998). Whether phonological assessment should be derived from an analysis of picture-naming or a conversation with the child, and whether the two methods for elicitation generate equivalent results, has been debated among clinicians and researchers for an extended time (Masterson, Bernhardt & Hofheintz, 2005).The aim of the present study was to compare two methods of speech elicitation for phonological assessment: spontaneous conversation and picture-naming, respectively. In the study, the procedures have been used when assessing children with phonological disorders as well as children with typical language development. The results are presented using two levels of phonological analysis; degree of phonological impairment, in terms of percentage of phonemes correct (PPC), and type of phonological impairment, in terms of phonological simplification processes. Eighteen (18) children participated in the study, nine (9) with phonological impairment (age 3;10 ? 5;11), and nine with typical phonologic development (age 3;2 ? 4;6).

International studies show that literacy skills have deteriorated among Swedish students. Empirical evidence states that before being able to learn to read it is important to have phonological awareness. From this perspective, an intervention study was launched to examine whether pupils´ phonological awareness could be enhanced through the work of a special model during a limited time. The aim of the study is to investigate whether six pupils in preschool develop phonological awareness based on Bornholmsmodellen during a limited period of time. The control group was made up of the remaining pupils in the preschool class.

AbstractThe overall aim of this study is to show how phonological awareness develops during the first school year and how this can be affected by different teaching materials and working methods. Two classes are compared in the study. One of the classes has digital teaching material and the other class has traditional teaching material. The study seeks to show to what extent there are differences between the groups? phonological awareness.

The present project is a first step towards a new Swedish assessment tool to examine phonological ability in preschool-aged children. The work consisted of developing a word list with words that was considered to reveal a child?s phonological ability and to try out the word list on pre-school children. The reason was to make sure that the words existed in the vocabulary of the children in the chosen ages. A word list consisting of 109 words, which convey relevant phonological information, was created.

It is not uncommon for math difficulties and reading difficulties to occur simultaneously. Despite this, math and reading difficulties are thought to have different cognitive profiles where math difficulties are linked to number sense; an innate ability to understand, approximate and manipulate both quantities and numerical information, whereas reading difficulties are linked to phonological ability; an innate ability to understand, create representations of and manipulate phonological information. A possible link between the difficulties is that phonological abilities also could affect mathematical ability. Support for this comes from studies where comorbid math and reading difficulties are associated with more severe difficulties in arithmetic ability compared to those with isolated math difficulties. The purpose of this study is to examine whether isolated math difficulties, isolated reading difficulties and comorbid math and reading difficulties can be linked to deficits in number sense, phonological ability or both of these, and whether comorbid math and reading difficulties differ in performance in mathematical tasks compared to isolated math difficulties for children in second grade.

It is not uncommon for math difficulties and reading difficulties to occur simultaneously. Despite this, math and reading difficulties are thought to have different cognitive profiles where math difficulties are linked to number sense; an innate ability to understand, approximate and manipulate both quantities and numerical information, whereas reading difficulties are linked to phonological ability; an innate ability to understand, create representations of and manipulate phonological information. A possible link between the difficulties is that phonological abilities also could affect mathematical ability. Support for this comes from studies where comorbid math and reading difficulties are associated with more severe difficulties in arithmetic ability compared to those with isolated math difficulties. The purpose of this study is to examine whether isolated math difficulties, isolated reading difficulties and comorbid math and reading difficulties can be linked to deficits in number sense, phonological ability or both of these, and whether comorbid math and reading difficulties differ in performance in mathematical tasks compared to isolated math difficulties for children in second grade.

While reading in deaf children has been the object of a number of studies, the reading abilitiesof children with mild and moderate hearing impairment and their relation to cognitiveprocessing have not received very much attention. Predictive factors of reading ability inhearing children are well known, with phonological and working memory abilities beingnecessary prerequisites for reading development. Existing studies suggest, however, thatcertain hearing-impaired children achieve a reading level comparable to that of hearingchildren in spite of impaired phonological abilities. In the present study, reading abilities anda range of cognitive processing abilities were measured in a group of hearing-impairedchildren and compared with hearing controls in equivalent school grades. Comparisons weremade at group and school-grade level, and the cognitive profile of hearing-impaired childrenat level with controls (those being within one standard deviation) was discussed.

This study investigated relationships between high level language functions and phonological working memory in adults by correlating results oftests in a test battery used for investigating subtle language disorders and digit span task results. Results of two digit span tasks were analyzed in relation to demographic factors. 103 subjects without neurological disease, 20 ? 79 years old, participated. Significant correlations were found between the digit span tasks and most of the tests.

There are no general working processes that can stand for how all the investment process is preceded in the organization of major Swedish banks. It is not a question of investment process but rather a question of, investment processes. How these investment processes operates depends totally on the type and size of the current investment, which unit that is operating the processes and what situation the bank currently finds itself in. There is a written form that describes how the different processes should be operated and which capital budget models that should be used but the usage of these forms can be questioned..

There are no general working processes that can stand for how all the investment process is preceded in the organization of major Swedish banks. It is not a question of investment process but rather a question of, investment processes. How these investment processes operates depends totally on the type and size of the current investment, which unit that is operating the processes and what situation the bank currently finds itself in. There is a written form that describes how the different processes should be operated and which capital budget models that should be used but the usage of these forms can be questioned.

A new phonological test, LINUS, for Swedish-speaking children between the ages of three and seven, has been developed at the speech and language pathology department at Linköping University. The aim of the present study was to create a reference manual for the long version of the new test. The participants in the present study were children between the ages of five to seven in a medium-sized municipality in the Northern part of Kalmar County, Sweden. In total, 124 native Swedish-speaking children (58 girls and 66 boys) with typical language development participated. The children were divided into two age groups, 5;0-5;11;31 and 6;0-6;11;31 years.

The aim of this study is to investigate the effect of an intervention that focuses on phonics, decoding, reading speed and phonological awareness for 8-9 year old children in reading difficulties. Participants were selected on the basis of screening test results in grade one (decoding and reading comprehension). The participants were divided into two groups, an intervention group (A1, n=10 children) and a control group (A2, n=10). A1 received 30 minutes of intense reading instruction every day for six weeks from special educational needs teachers on top of their usual classroom based reading instruction. The control group received only their usual classroom-based reading instruction.

Children with Reading and Writing Difficulties and Their Language and Cognitive AbilitiesA Comparison with Children with a Cochlear ImplantAbstractThe aim of this study was to examine the cognitive abilities that are important for reading in children with reading disabilities, children with a cochlear implantation and typically developed children. 64 children aged 10-12 years participated in the study. To answer the question at issue we used the following tests: Block Design from WISC III, PPVT III, TOWRE, SL 40 and a few chosen tests out of the SIPS battery. On tests of the lexical access children with reading disabilities performed at the same level as hearing children, while the children with a cochlear implant performed significantly lower. Test of the phonological and complex working memory showed that children with reading disabilities performed significantly higher than children with a cochlear implant, but at the same time lower than typically developed children on the test of phonological working memory.

Prosody can be characterized as the rhythm and the melody of speech. Prosodic features convey emotions, thoughts and geographic origins of each individual. Spoken language without prosody would be monotonous, without variations in loudness and rate. Children with cochlear implants perceive speech in a different way than children with normal hearing. Consequently the speech produced by a child with cochlear implants may sound different.The purpose of this study was to examine prosodic skills in Swedish children with cochlear implants and to compare them with the prosodic skills in Swedish children with normal hearing.

Process standardization is a topic that has generated a lot of research and literature. At first, the focus was on production; today processes are used in all different kind of business areas.The aim of this study has been to analyze how processes can be applied on development businesses and how IT systems affect the result of the process. To accomplish this, we have asked questions such as what standardization is in a development process? Why are the processes standardized? What difficulties can appear with standardization? And how the IT-systems affect the result of the process?To answer these questions, we have preformed a case study on Saab. Saab is a well know Swedish company who are working with a project called the GMS-project, where they develop processes to cover the whole company´s business areas.The literature gives the reader an understanding of processes and standardization.