Maria Levlin
Biographic Data
| ID | 9553299 |
|---|---|
| NAME | Maria Levlin |
| GIVEN NAMES | Maria |
| FAMILY NAME | Levlin |
| SIGNATURE | LEVLIN M |
| AFFILIATIONS | Umeå University |
| ORCID | 0000-0002-6755-7167 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Writing Development from Grade 3 to 6 in Students with a History of Reading Difficulties
In this study, we explore writing development from Grade 3 to 6 in four groups of students with varying reading abilities measured in a screening in Grade 2 as follows: students with (1) poor word reading, (2) poor reading comprehension, (3) mixed difficulties, and (4) typical reading. The written texts were collected from the narrative writing assignments in the National Assessment Tests in Swedish (L1) in Grades 3 and 6. The texts were analysed…
Writing with Decoding and Spelling Difficulties—A Qualitative Perspective
Writers with decoding and/or spelling difficulties often produce short, lower-quality texts and experience less fluent writing, frequently interrupted by long pauses at the word level. Research suggests that from adolescence onward, such writers become increasingly aware of their difficulties, which influences behaviours such as avoiding difficult-to-spell words and pausing for lexical decisions. The objective of this study was to deepen the unde…
The role of morphology in early word reading and spelling
It has been proposed that morphological knowledge facilitates the integration of sublexical and lexical codes in both word reading and spelling and mediates the transition from reliance on sublexical cues to lexical cues during early literacy development ( Bahr et al., 2020 ). However, the specific stage at which morphology begins to influence reading and spelling remains unclear, as does the question of whether there are differences across langu…
Getting a grip on the writing process
This study explored writing processes in two languages (L1-Swedish and L2-English) and in two text types (argumentative and narrative) of 158 upper-secondary students by analysing keystroke logging data. The main aim of this study was to identify effective writing processes of argumentative and narrative tasks in L1 and L2. First, results of the mixed effects model analysis showed that students' typical writing processes displayed differences in …
Tracing the longitudinal role of orthographic knowledge in spelling development from primary to upper‐secondary school
Background Phonological processing skills have been found to contribute to spelling development across different orthographies; however, less is known about the role of orthographic knowledge. This longitudinal study explores the contribution of phonological and orthographic knowledge to spelling development in a semi‐transparent orthography (Swedish) across a period of 10 years. Methods A group of Swedish speaking children were assessed on phono…
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Getting a grip on the writing process
This study explored writing processes in two languages (L1-Swedish and L2-English) and in two text types (argumentative and narrative) of 158 upper-secondary students by analysing keystroke logging data. The main aim of this study was to identify effective writing processes of argumentative and narrative tasks in L1 and L2. First, results of the mixed effects model analysis showed that students' typical writing processes displayed differences in …
Tracing the longitudinal role of orthographic knowledge in spelling development from primary to upper‐secondary school
Background Phonological processing skills have been found to contribute to spelling development across different orthographies; however, less is known about the role of orthographic knowledge. This longitudinal study explores the contribution of phonological and orthographic knowledge to spelling development in a semi‐transparent orthography (Swedish) across a period of 10 years. Methods A group of Swedish speaking children were assessed on phono…
Writing Development from Grade 3 to 6 in Students with a History of Reading Difficulties
In this study, we explore writing development from Grade 3 to 6 in four groups of students with varying reading abilities measured in a screening in Grade 2 as follows: students with (1) poor word reading, (2) poor reading comprehension, (3) mixed difficulties, and (4) typical reading. The written texts were collected from the narrative writing assignments in the National Assessment Tests in Swedish (L1) in Grades 3 and 6. The texts were analysed…
Writing with Decoding and Spelling Difficulties—A Qualitative Perspective
Writers with decoding and/or spelling difficulties often produce short, lower-quality texts and experience less fluent writing, frequently interrupted by long pauses at the word level. Research suggests that from adolescence onward, such writers become increasingly aware of their difficulties, which influences behaviours such as avoiding difficult-to-spell words and pausing for lexical decisions. The objective of this study was to deepen the unde…
The role of morphology in early word reading and spelling
It has been proposed that morphological knowledge facilitates the integration of sublexical and lexical codes in both word reading and spelling and mediates the transition from reliance on sublexical cues to lexical cues during early literacy development ( Bahr et al., 2020 ). However, the specific stage at which morphology begins to influence reading and spelling remains unclear, as does the question of whether there are differences across langu…
Reading and Literacy Development (4 works) · Writing and Handwriting Education (4 works) · Spelling (3 works) · Argumentative (2 works) · Language Development and Disorders (2 works) · Linguistics (2 works) · Literacy (2 works) · Narrative (2 works) · Psychology (2 works) · Vocabulary (2 works)