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backbone-social-profile-documents" style="width: 100%;"><div class="u-taCenter"></div><div class="profile--tab_content_container js-tab-pane tab-pane active" id="all"><div class="profile--tab_heading_container js-section-heading" data-section="Papers" id="Papers"><h3 class="profile--tab_heading_container">Papers by Jóhanna Einarsdottir</h3></div><div class="js-work-strip profile--work_container" data-work-id="126940378"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/126940378/Vi%C3%B0horf_leiksk%C3%B3lastarfsmanna_til_m%C3%A1l%C3%B6rvunar_barna_sem_hafa_%C3%ADslensku_sem_anna%C3%B0_m%C3%A1l"><img alt="Research paper thumbnail of Viðhorf leikskólastarfsmanna til málörvunar barna sem hafa íslensku sem annað mál" class="work-thumbnail" src="https://attachments.academia-assets.com/120746249/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/126940378/Vi%C3%B0horf_leiksk%C3%B3lastarfsmanna_til_m%C3%A1l%C3%B6rvunar_barna_sem_hafa_%C3%ADslensku_sem_anna%C3%B0_m%C3%A1l">Viðhorf leikskólastarfsmanna til málörvunar barna sem hafa íslensku sem annað mál</a></div><div class="wp-workCard_item"><span>Netla</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Niðurstöður íslenskra rannsókna benda til að leikskólabörn með annað heimamál en íslensku, ísl2 b...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Niðurstöður íslenskra rannsókna benda til að leikskólabörn með annað heimamál en íslensku, ísl2 börn, nái almennt ekki góðum tökum á íslensku þrátt fyrir langan dvalartíma í leikskólum. Því er mikilvægt að kanna hvert viðhorf leikskólastarfsmanna er til þess hlutverks þeirra að gefa ísl2 börnum tækifæri til að læra íslensku með fjölbreytilegum leiðum. Markmið rannsóknarinnar var að kanna þekkingu, reynslu og faglegt sjálfstraust leikskólastarfsmanna til málörvunar ísl2 barna. Spurningalisti var sendur til 160 leikskólastarfsmanna í Sveitarfélaginu Árborg og var svarhlutfall 44%. Niðurstöður sýndu að ófaglært starfsfólk taldi sig verja meiri tíma með ísl2 börnum en leikskólakennarar. Þátttakendur töldu öll að samræður, söngur og lestur væru mikilvægir þættir málörvunar, ásamt vinnu með orðaforða. Tæplega helmingur svarenda fullyrti að mikilvægt væri að starfsfólk hefði færni til að veita börnunum markvissa málörvun í heimamálum þeirra. Rúmlega helmingur hafði gott faglegt sjálfstraus...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="29befbe20219eae3b95c5c9c41b2bb42" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":120746249,"asset_id":126940378,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/120746249/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="126940378"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="126940378"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 126940378; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="126940377"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/126940377/Tengsl_ni%C3%B0ursta%C3%B0na_%C3%A1_HLJ%C3%93M_2_vi%C3%B0_gengi_%C3%A1_samr%C3%A6mdum_pr%C3%B3fum_Hverjir_b%C3%A6ta_st%C3%B6%C3%B0u_s%C3%ADna_og_hverjir_dragast_aftur_%C3%BAr"><img alt="Research paper thumbnail of Tengsl niðurstaðna á HLJÓM-2 við gengi á samræmdum prófum - Hverjir bæta stöðu sína og hverjir dragast aftur úr?" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/126940377/Tengsl_ni%C3%B0ursta%C3%B0na_%C3%A1_HLJ%C3%93M_2_vi%C3%B0_gengi_%C3%A1_samr%C3%A6mdum_pr%C3%B3fum_Hverjir_b%C3%A6ta_st%C3%B6%C3%B0u_s%C3%ADna_og_hverjir_dragast_aftur_%C3%BAr">Tengsl niðurstaðna á HLJÓM-2 við gengi á samræmdum prófum - Hverjir bæta stöðu sína og hverjir dragast aftur úr?</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The purpose of this study was to investigate the relationship between phonological awareness at 5...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The purpose of this study was to investigate the relationship between phonological awareness at 5 years of age and later academic achievement throughout compulsory school in Iceland. During 1997–1998, 267 Icelandic preschool children, all aged from 5;4 to 5;10 were tested with the HLJOM-2, an Icelandic phonological awareness screening test designed specifically for preschool teachers to identify children at risk of developing reading difficulties. Research has shown that children with strong phonological awareness at the beginning of first grade usually learn to read more easily than children who fall behind their peers in phonological awareness. Although it has been demonstrated that phonological awareness can be improved with intervention, the early identification of children at risk needs to be based on a valid tool sensitive enough to correctly identify children at risk. In 2011, children from the sample previously tested with the HLJOM-2, now aged 18–19 years, were again contac...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="126940377"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="126940377"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 126940377; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=126940377]").text(description); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="126940376"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/126940376/Iceland"><img alt="Research paper thumbnail of Iceland" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/126940376/Iceland">Iceland</a></div><div class="wp-workCard_item"><span>Managing Children with Developmental Language Disorder</span><span>, 2019</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="126940376"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="126940376"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 126940376; 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Einn þátttakandi var í rannsókninni. Við upphaf rannsóknarinnar var hann 30 mánaða, notaði rúmlega 160 orð og var ekki farinn að tengja saman orð í setningar. Þátttakandinn var valinn af hentugleika. Þjálfunin var byggð á fyrirlögn fyrir fram ákveðinna markorða sem þjálfuð voru bæði á fjölbreyttan hátt og með ákefð. Einnig voru valin samanburðarorð sem ekki voru þjálfuð. Þjálfunin fór fram tvisvar í viku í leikskóla barnsins og voru þjálfunartímar 14 talsins. Niðurstöður leiddu í ljós að almennur orðaforði barnsins, sem mældur var með staðlaða málþroskaprófinu Orðaskil, jókst yfir þjálfunartímabilið umfram það sem vænta mátti vegna almenns þroska. Mælingar sýndu að barnið notaði markorðin meira en samanburðarorðin, bæði heima og í þjálfunartímum, og að notkun á orðunum jókst eftir því sem leið á þjálfunina. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="126940374"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/126940374/Langt%C3%ADmaranns%C3%B3kn_%C3%A1_forsp%C3%A1rgildi_athugana_%C3%A1_m%C3%A1l%C3%BEroska_fr%C3%A1_leiksk%C3%B3laaldri_til_fullor%C3%B0ins%C3%A1ra"><img alt="Research paper thumbnail of Langtímarannsókn á forspárgildi athugana á málþroska : frá leikskólaaldri til fullorðinsára" class="work-thumbnail" src="https://attachments.academia-assets.com/120746258/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/126940374/Langt%C3%ADmaranns%C3%B3kn_%C3%A1_forsp%C3%A1rgildi_athugana_%C3%A1_m%C3%A1l%C3%BEroska_fr%C3%A1_leiksk%C3%B3laaldri_til_fullor%C3%B0ins%C3%A1ra">Langtímarannsókn á forspárgildi athugana á málþroska : frá leikskólaaldri til fullorðinsára</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Tilgangur rannsóknarinnar var að kanna hvort málþroskamaelingar við fimm ára aldur spá fyrir um n...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Tilgangur rannsóknarinnar var að kanna hvort málþroskamaelingar við fimm ára aldur spá fyrir um námsgengi í samraemdum prófum í 4., 7. og 10. bekk grunnskóla. Árin 1997 og 1998 var athugaður málþroski 267 leikskólabarna með prófunum HLJÓM-2 og TOLD-2P. Þessi börn eru nú orðin fullorðin (18 og 19 ára) og hafa lokið grunnskóla. Skoðuð voru tengsl á milli málþroskamaelinga við fimm ára aldur og námsgengis í grunnskóla hjá þessum hópi. Niðurstöður sýndu að tengsl eru þarna á milli og haldast allan grunnskólann. Sterkust eru tengslin við staerðfraeði í 4. bekk og við íslensku í 4., 7. og 10. bekk. Málþroskamaelingar í leikskóla geta spáð fyrir um námsgengi í grunnskóla og eru þaer niðurstöður í samraemi við erlendar rannsóknir. Niðurstöður rannsóknarinnar sýna að einn af þeim þáttum sem virðast stuðla að farsaelu námi í grunnskóla er málþekking barna á leikskólaaldri. Jóhanna Einarsdóttir er lektor við Menntavísindasvið Háskóla Íslands, Ingibjörg Símonardóttir er sjálfstaett starfandi sérkennslu-og talmeinafraeðingur og Amalía Björnsdóttir er dósent við Menntavísindasvið Háskóla Íslands. The purpose of this study is to investigate whether language assessment at 5 years of age predicts academic achievement on Icelandic national tests for Grades 4, 7 and 10. In 1997 and 1998 the language abilities of 267 preschool children were examined with HLJÓM-2 and TOLD-2P. These children are now young adults (age 18 and 19) and have completed compulsory school. The study examined the relationship between language testing at age 5 and later academic achievement. The strongest relationship is between language testing and mathematics in Grade 4 and Icelandic in Grades 4, 7 and 10. Language assessment in preschool can predict academic achievement in compulsory school and these results are consistent with previous international research. Results show that one of the bases for successful learning in compulsory schools depends on language proficiency within the preschool years.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="468182f9e904b11cc7de6177d6810ef3" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":120746258,"asset_id":126940374,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/120746258/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="126940374"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="126940374"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 126940374; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="126940373"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/126940373/Factors_involved_in_the_identification_of_stuttering_severity_in_a_foreign_language"><img alt="Research paper thumbnail of Factors involved in the identification of stuttering severity in a foreign language" class="work-thumbnail" src="https://attachments.academia-assets.com/120746261/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/126940373/Factors_involved_in_the_identification_of_stuttering_severity_in_a_foreign_language">Factors involved in the identification of stuttering severity in a foreign language</a></div><div class="wp-workCard_item"><span>Clinical linguistics & phonetics</span><span>, Jan 26, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Speech-language pathologists nowadays are more and more confronted with clients who speak a langu...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Speech-language pathologists nowadays are more and more confronted with clients who speak a language different from their own mother tongue. The assessment of persons who speak a foreign language poses particular challenges. The present study investigated the possible role and interplay of factors involved in the identification of stuttering severity in a foreign language. Nineteen speech-language pathologists from five different countries (i.e. Iceland, Sweden, Norway, Finland, and Belgium) rated stuttering severity of speech samples featuring persons who stutter speaking Icelandic, Swedish, Norwegian, or Dutch. Additionally, they were asked to score how easy they found it to rate the samples. Accuracy of rating stuttering severity in another language appeared to be foremost determined by the client&#39;s stuttering severity, while experienced ease of rating stuttering severity was essentially related to closeness of the language of the clinician to that of the client and familiari...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="16399b94706916f949302b40032cd2ef" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":120746261,"asset_id":126940373,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/120746261/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="126940373"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="126940373"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 126940373; 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window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=126940363]").text(description); $(".js-view-count[data-work-id=126940363]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 126940363; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='126940363']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="20311144" id="papers"><div class="js-work-strip profile--work_container" data-work-id="126940378"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/126940378/Vi%C3%B0horf_leiksk%C3%B3lastarfsmanna_til_m%C3%A1l%C3%B6rvunar_barna_sem_hafa_%C3%ADslensku_sem_anna%C3%B0_m%C3%A1l"><img alt="Research paper thumbnail of Viðhorf leikskólastarfsmanna til málörvunar barna sem hafa íslensku sem annað mál" class="work-thumbnail" src="https://attachments.academia-assets.com/120746249/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/126940378/Vi%C3%B0horf_leiksk%C3%B3lastarfsmanna_til_m%C3%A1l%C3%B6rvunar_barna_sem_hafa_%C3%ADslensku_sem_anna%C3%B0_m%C3%A1l">Viðhorf leikskólastarfsmanna til málörvunar barna sem hafa íslensku sem annað mál</a></div><div class="wp-workCard_item"><span>Netla</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Niðurstöður íslenskra rannsókna benda til að leikskólabörn með annað heimamál en íslensku, ísl2 b...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Niðurstöður íslenskra rannsókna benda til að leikskólabörn með annað heimamál en íslensku, ísl2 börn, nái almennt ekki góðum tökum á íslensku þrátt fyrir langan dvalartíma í leikskólum. Því er mikilvægt að kanna hvert viðhorf leikskólastarfsmanna er til þess hlutverks þeirra að gefa ísl2 börnum tækifæri til að læra íslensku með fjölbreytilegum leiðum. Markmið rannsóknarinnar var að kanna þekkingu, reynslu og faglegt sjálfstraust leikskólastarfsmanna til málörvunar ísl2 barna. Spurningalisti var sendur til 160 leikskólastarfsmanna í Sveitarfélaginu Árborg og var svarhlutfall 44%. Niðurstöður sýndu að ófaglært starfsfólk taldi sig verja meiri tíma með ísl2 börnum en leikskólakennarar. Þátttakendur töldu öll að samræður, söngur og lestur væru mikilvægir þættir málörvunar, ásamt vinnu með orðaforða. Tæplega helmingur svarenda fullyrti að mikilvægt væri að starfsfólk hefði færni til að veita börnunum markvissa málörvun í heimamálum þeirra. Rúmlega helmingur hafði gott faglegt sjálfstraus...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="29befbe20219eae3b95c5c9c41b2bb42" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":120746249,"asset_id":126940378,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/120746249/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="126940378"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="126940378"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 126940378; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="126940377"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/126940377/Tengsl_ni%C3%B0ursta%C3%B0na_%C3%A1_HLJ%C3%93M_2_vi%C3%B0_gengi_%C3%A1_samr%C3%A6mdum_pr%C3%B3fum_Hverjir_b%C3%A6ta_st%C3%B6%C3%B0u_s%C3%ADna_og_hverjir_dragast_aftur_%C3%BAr"><img alt="Research paper thumbnail of Tengsl niðurstaðna á HLJÓM-2 við gengi á samræmdum prófum - Hverjir bæta stöðu sína og hverjir dragast aftur úr?" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/126940377/Tengsl_ni%C3%B0ursta%C3%B0na_%C3%A1_HLJ%C3%93M_2_vi%C3%B0_gengi_%C3%A1_samr%C3%A6mdum_pr%C3%B3fum_Hverjir_b%C3%A6ta_st%C3%B6%C3%B0u_s%C3%ADna_og_hverjir_dragast_aftur_%C3%BAr">Tengsl niðurstaðna á HLJÓM-2 við gengi á samræmdum prófum - Hverjir bæta stöðu sína og hverjir dragast aftur úr?</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The purpose of this study was to investigate the relationship between phonological awareness at 5...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The purpose of this study was to investigate the relationship between phonological awareness at 5 years of age and later academic achievement throughout compulsory school in Iceland. During 1997–1998, 267 Icelandic preschool children, all aged from 5;4 to 5;10 were tested with the HLJOM-2, an Icelandic phonological awareness screening test designed specifically for preschool teachers to identify children at risk of developing reading difficulties. Research has shown that children with strong phonological awareness at the beginning of first grade usually learn to read more easily than children who fall behind their peers in phonological awareness. Although it has been demonstrated that phonological awareness can be improved with intervention, the early identification of children at risk needs to be based on a valid tool sensitive enough to correctly identify children at risk. In 2011, children from the sample previously tested with the HLJOM-2, now aged 18–19 years, were again contac...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="126940377"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="126940377"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 126940377; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=126940377]").text(description); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="126940376"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/126940376/Iceland"><img alt="Research paper thumbnail of Iceland" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/126940376/Iceland">Iceland</a></div><div class="wp-workCard_item"><span>Managing Children with Developmental Language Disorder</span><span>, 2019</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="126940376"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="126940376"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 126940376; 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Einn þátttakandi var í rannsókninni. Við upphaf rannsóknarinnar var hann 30 mánaða, notaði rúmlega 160 orð og var ekki farinn að tengja saman orð í setningar. Þátttakandinn var valinn af hentugleika. Þjálfunin var byggð á fyrirlögn fyrir fram ákveðinna markorða sem þjálfuð voru bæði á fjölbreyttan hátt og með ákefð. Einnig voru valin samanburðarorð sem ekki voru þjálfuð. Þjálfunin fór fram tvisvar í viku í leikskóla barnsins og voru þjálfunartímar 14 talsins. Niðurstöður leiddu í ljós að almennur orðaforði barnsins, sem mældur var með staðlaða málþroskaprófinu Orðaskil, jókst yfir þjálfunartímabilið umfram það sem vænta mátti vegna almenns þroska. Mælingar sýndu að barnið notaði markorðin meira en samanburðarorðin, bæði heima og í þjálfunartímum, og að notkun á orðunum jókst eftir því sem leið á þjálfunina. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="126940374"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/126940374/Langt%C3%ADmaranns%C3%B3kn_%C3%A1_forsp%C3%A1rgildi_athugana_%C3%A1_m%C3%A1l%C3%BEroska_fr%C3%A1_leiksk%C3%B3laaldri_til_fullor%C3%B0ins%C3%A1ra"><img alt="Research paper thumbnail of Langtímarannsókn á forspárgildi athugana á málþroska : frá leikskólaaldri til fullorðinsára" class="work-thumbnail" src="https://attachments.academia-assets.com/120746258/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/126940374/Langt%C3%ADmaranns%C3%B3kn_%C3%A1_forsp%C3%A1rgildi_athugana_%C3%A1_m%C3%A1l%C3%BEroska_fr%C3%A1_leiksk%C3%B3laaldri_til_fullor%C3%B0ins%C3%A1ra">Langtímarannsókn á forspárgildi athugana á málþroska : frá leikskólaaldri til fullorðinsára</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Tilgangur rannsóknarinnar var að kanna hvort málþroskamaelingar við fimm ára aldur spá fyrir um n...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Tilgangur rannsóknarinnar var að kanna hvort málþroskamaelingar við fimm ára aldur spá fyrir um námsgengi í samraemdum prófum í 4., 7. og 10. bekk grunnskóla. Árin 1997 og 1998 var athugaður málþroski 267 leikskólabarna með prófunum HLJÓM-2 og TOLD-2P. Þessi börn eru nú orðin fullorðin (18 og 19 ára) og hafa lokið grunnskóla. Skoðuð voru tengsl á milli málþroskamaelinga við fimm ára aldur og námsgengis í grunnskóla hjá þessum hópi. Niðurstöður sýndu að tengsl eru þarna á milli og haldast allan grunnskólann. Sterkust eru tengslin við staerðfraeði í 4. bekk og við íslensku í 4., 7. og 10. bekk. Málþroskamaelingar í leikskóla geta spáð fyrir um námsgengi í grunnskóla og eru þaer niðurstöður í samraemi við erlendar rannsóknir. Niðurstöður rannsóknarinnar sýna að einn af þeim þáttum sem virðast stuðla að farsaelu námi í grunnskóla er málþekking barna á leikskólaaldri. Jóhanna Einarsdóttir er lektor við Menntavísindasvið Háskóla Íslands, Ingibjörg Símonardóttir er sjálfstaett starfandi sérkennslu-og talmeinafraeðingur og Amalía Björnsdóttir er dósent við Menntavísindasvið Háskóla Íslands. The purpose of this study is to investigate whether language assessment at 5 years of age predicts academic achievement on Icelandic national tests for Grades 4, 7 and 10. In 1997 and 1998 the language abilities of 267 preschool children were examined with HLJÓM-2 and TOLD-2P. These children are now young adults (age 18 and 19) and have completed compulsory school. The study examined the relationship between language testing at age 5 and later academic achievement. The strongest relationship is between language testing and mathematics in Grade 4 and Icelandic in Grades 4, 7 and 10. Language assessment in preschool can predict academic achievement in compulsory school and these results are consistent with previous international research. Results show that one of the bases for successful learning in compulsory schools depends on language proficiency within the preschool years.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="468182f9e904b11cc7de6177d6810ef3" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":120746258,"asset_id":126940374,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/120746258/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="126940374"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="126940374"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 126940374; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="126940373"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/126940373/Factors_involved_in_the_identification_of_stuttering_severity_in_a_foreign_language"><img alt="Research paper thumbnail of Factors involved in the identification of stuttering severity in a foreign language" class="work-thumbnail" src="https://attachments.academia-assets.com/120746261/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/126940373/Factors_involved_in_the_identification_of_stuttering_severity_in_a_foreign_language">Factors involved in the identification of stuttering severity in a foreign language</a></div><div class="wp-workCard_item"><span>Clinical linguistics & phonetics</span><span>, Jan 26, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Speech-language pathologists nowadays are more and more confronted with clients who speak a langu...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Speech-language pathologists nowadays are more and more confronted with clients who speak a language different from their own mother tongue. The assessment of persons who speak a foreign language poses particular challenges. The present study investigated the possible role and interplay of factors involved in the identification of stuttering severity in a foreign language. Nineteen speech-language pathologists from five different countries (i.e. Iceland, Sweden, Norway, Finland, and Belgium) rated stuttering severity of speech samples featuring persons who stutter speaking Icelandic, Swedish, Norwegian, or Dutch. Additionally, they were asked to score how easy they found it to rate the samples. Accuracy of rating stuttering severity in another language appeared to be foremost determined by the client&#39;s stuttering severity, while experienced ease of rating stuttering severity was essentially related to closeness of the language of the clinician to that of the client and familiari...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="16399b94706916f949302b40032cd2ef" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":120746261,"asset_id":126940373,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/120746261/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="126940373"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="126940373"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 126940373; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="126940363"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/126940363/Sk%C3%BDrsla_um_st%C3%B6%C3%B0u_barna_og_ungmenna_me%C3%B0_tal_og_m%C3%A1l%C3%BEroskar%C3%B6skun_l%C3%B6g%C3%B0_fyrir_Al%C3%BEingi_%C3%A1_140_l%C3%B6ggjafar%C3%BEingi_2011_2012_"><img alt="Research paper thumbnail of Skýrsla um stöðu barna og ungmenna með tal- og málþroskaröskun : (lögð fyrir Alþingi á 140. löggjafarþingi 2011-2012)" class="work-thumbnail" src="https://attachments.academia-assets.com/120746250/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/126940363/Sk%C3%BDrsla_um_st%C3%B6%C3%B0u_barna_og_ungmenna_me%C3%B0_tal_og_m%C3%A1l%C3%BEroskar%C3%B6skun_l%C3%B6g%C3%B0_fyrir_Al%C3%BEingi_%C3%A1_140_l%C3%B6ggjafar%C3%BEingi_2011_2012_">Skýrsla um stöðu barna og ungmenna með tal- og málþroskaröskun : (lögð fyrir Alþingi á 140. löggjafarþingi 2011-2012)</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="bcc92bf3f1af724a952c18ea3f3375da" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":120746250,"asset_id":126940363,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/120746250/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="126940363"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="126940363"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 126940363; 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