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Cox Eriksson, ChristineORCID iD iconorcid.org/0000-0001-7179-5750
Publications (10 of 24) Show all publications
Cox Eriksson, C. (2019). Att arbeta medvetet med ordförrådet.
Open this publication in new window or tab >>Att arbeta medvetet med ordförrådet
2019 (Swedish)Other (Other academic)
Series
Webbkurs, Undervisning i förskoleklass
National Category
Didactics
Research subject
Education and Learning
Identifiers
urn:nbn:se:du-31651 (URN)
Available from: 2020-01-21 Created: 2020-01-21 Last updated: 2020-01-21Bibliographically approved
Cox Eriksson, C. (2019). Vocabulary development in a multilingual Swedish primary school context. In: : . Paper presented at CPH, 21st European Conference on Literacy, Copenhagen, August, 2019.
Open this publication in new window or tab >>Vocabulary development in a multilingual Swedish primary school context
2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Primary school teachers face the challenge of supporting the academic vocabulary development of pupils with widely ranging linguistic, social and cultural backgrounds, and thus need specific knowledge of the role of vocabulary in literacy development and of methods that stimulate vocabulary growth. This presentation introduces a Swedish research project aiming to describe and explain the variation in vocabulary growth in pupils attending a multilingual primary school with many newly arrived pupils. The two-year project begins with a series of tests assessing the vocabulary depth and breadth of 2nd and 5th grade pupils. After analyzing results and conducting classroom observations of teachers’ work with vocabulary, the next step is organizing workshops where teaching staff and researchers discuss literature on vocabulary instruction and devise new classroom approaches. Results of these first-year activities will be presented, highlighting pupils’ vocabulary development in relation to age, gender, language background, as well as number of years in Sweden. Final results, including follow-up testing during the second year, can inform the work of both teachers and researchers.

National Category
Didactics
Research subject
Education and Learning
Identifiers
urn:nbn:se:du-31650 (URN)
Conference
CPH, 21st European Conference on Literacy, Copenhagen, August, 2019
Available from: 2020-01-21 Created: 2020-01-21 Last updated: 2020-01-21Bibliographically approved
Cox Eriksson, C. & Edquist, G. (2018). Ordförråd hos flerspråkiga elever i åk 2 och 5. In: : . Paper presented at ASLA-symposiet, Karlstads universitet, 12–13 april 2018.
Open this publication in new window or tab >>Ordförråd hos flerspråkiga elever i åk 2 och 5
2018 (Swedish)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [sv]

Bakgrund till detta planerade projekt (med start HT18) är det växande antalet flerspråkiga eleveri svenska skolor. Projektet syftar till att fördjupa vetenskapligt grundade kunskaper omdessa elevers ordförrådsutveckling i skolan, samt hjälpa skolpersonal stärka sitt kunskapsutvecklandearbete med språket i klassrummet. Detta gynnar alla elever, oavsett språklig bakgrund.Att arbeta på ett språk- och kunskapsutvecklande sätt i skolan bygger på flera teoretiskaperspektiv, bland annat idén om att eleverna får kognitivt utmanande uppgifter samtidigtsom läraren ger språkutvecklande stöttning. Elevdeltagarna i projektet blir alla elever i årskurs2 och 5 på en skola i Mellansverige, där det finns hög andel elever berättigade till modersmålsundervisning.Klasslärare, modersmålslärare och studiehandledare på skolan kommer attengageras i projektet.Projektdesignen vilar på tre ben: Kartläggning, workshops och klassrumsobservationer.Kartläggningen görs i tre steg: 1) en global bedömning av ordförrådet, på svenska ocheventuella andra hemspråk; 2) test av ordförrådets djup och bredd på svenska och på hemspråk;och 3) test av ordförståelse, på svenska.Efter kartläggningen utformar projektets forskare, tillsammans med lärare, forskningsbaseradepraktiska metoder som utgår från de behov som identifierats. Detta sker genom ettantal workshops där lärare och andra intressenter, som rektorer och annan personal läser ochdiskuterar relevant forskningslitteratur. Klassrumsobservationer görs för att få uppslag tillworkshops och för att följa elevernas utveckling med de praktiska metoder som utprovas. Efterett år bedöms ordförrådet igen med samma tre steg. Detta möjliggör jämförelser mellanelevernas resultat från de båda bedömningstillfällena. Förutom jämförelser över tid jämförsäven ordförrådsutveckling mellan språken.Tanken med presentationen är att åstadkomma en diskussion om de föreslagna metodernaför att hjälpa lärare främja ordförrådsutvecklingen hos alla elever samt bidra till kunskapslägeti området.

National Category
Pedagogy
Research subject
Education and Learning
Identifiers
urn:nbn:se:du-31838 (URN)
Conference
ASLA-symposiet, Karlstads universitet, 12–13 april 2018
Available from: 2020-02-05 Created: 2020-02-05 Last updated: 2020-02-05Bibliographically approved
Cox Eriksson, C. & von Rosen, T. (2018). Vocabulary, grammar and early gestures in Swedish children aged 12-30 months. In: : . Paper presented at 15. Nordiske Symposium om Børnesprog, Syddansk Universitet, Odense 23-24 Maj 2018.
Open this publication in new window or tab >>Vocabulary, grammar and early gestures in Swedish children aged 12-30 months
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The importance of early communicative skills for children’s later language and literacydevelopment has been widely acknowledged in research from the last 30 years or so. The MacArthur-Bates Communicative Development inventories (CDI) have enabled child language researchers todocument both individual variability and general trends in language development (e.g. Fenson et al.,1994). Contemporary work on children’s developmental profiles has highlighted the complexity ofthese early profiles, making it difficult to identify children in need of special support (Ukoumunne et al.,2012). This study investigates early communicative development, including individual growth models,in a sample of Swedish children based on parental report, using Swedish versions of the CDI (SECDI;Berglund & Eriksson, 2000; Eriksson & Berglund, 1999). Gender differences, as well as factorsinfluencing individual trajectories are considered.The study is a reanalysis of previously collected data (Cox Eriksson, 2014), using a subsampleof 128 children (61 girls and 67 boys) with complete records for measures collected at six-monthintervals (12, 18, 24 and 30 months of age). Variables include early communicative gestures, receptiveand productive vocabulary, vocabulary composition and grammatical development, assessed with acomposite grammar scale and a measure of syntactic complexity (M3L). A mixed linear model is usedto explore growth of productive vocabulary and grammar over time. Covariate effects, including genderand use of the pointing gesture at 12 months, are examined, as well as correlations among variables.Background factors for children with high and low vocabulary and grammar scores are inspected.Results indicate that a quadratic growth curve model provides the best fit for mean productivevocabulary development. Gender differences can be seen in vocabulary profiles, and although there isno main effect of gender, girls exhibit a significantly higher rate of growth. Individual vocabularytrajectories for boys exhibit more variation than those of girls. There is also a significant effect onvocabulary size for use of the pointing gesture at 12 months. Regarding grammatical development,trajectories for girls and boys exhibit differences in variation as well as individual outliers. Backgroundfactors for children with the lowest vocabulary scores at 30 months include low early gesture scores,being a laterborn, and having parents with a high school education only. Children with top M3L scoreshave high productive vocabulary scores with large numbers of nouns from 18 months on.Language variables are highly intercorrelated, confirming results from previous research usingSECDI. Mean scores for all children, or boys and girls, obscure the variation exhibited by individualtrajectories. Further, vocabulary composition differs with vocabulary size, a finding that also confirmsearlier CDI research. Use of the pointing gesture at 12 months may influence later vocabularydevelopment. However, as this study is based on parental report, complementary data may be neededfor a complete picture of communicative development.

National Category
Educational Sciences
Research subject
Education and Learning
Identifiers
urn:nbn:se:du-31839 (URN)
Conference
15. Nordiske Symposium om Børnesprog, Syddansk Universitet, Odense 23-24 Maj 2018
Available from: 2020-02-05 Created: 2020-02-05 Last updated: 2020-02-05Bibliographically approved
Cox Eriksson, C. (2017). Att arbeta medvetet med ordförrådet. Stockholm
Open this publication in new window or tab >>Att arbeta medvetet med ordförrådet
2017 (Swedish)Other (Other academic)
Place, publisher, year, pages
Stockholm: , 2017. p. 10
Series
Läslyftsmodul: Tidig läsundervisning, 4
National Category
Didactics
Research subject
Education and Learning
Identifiers
urn:nbn:se:du-26825 (URN)
Available from: 2017-12-17 Created: 2017-12-17 Last updated: 2017-12-18Bibliographically approved
Cox Eriksson, C. (2017). I Feel Like a Complete Idiot! Starting a PhD Program in a New Field. In: Christopher McMaster, Caterina Murphy and Jakob Rosenkrantz de Lasson (Ed.), The Nordic PhD: Surviving and Succeeding. Peter Lang Publishing Group
Open this publication in new window or tab >>I Feel Like a Complete Idiot! Starting a PhD Program in a New Field
2017 (English)In: The Nordic PhD: Surviving and Succeeding / [ed] Christopher McMaster, Caterina Murphy and Jakob Rosenkrantz de Lasson, Peter Lang Publishing Group, 2017Chapter in book (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Peter Lang Publishing Group, 2017
National Category
Pedagogy
Research subject
Education and Learning
Identifiers
urn:nbn:se:du-26826 (URN)10.3726/b11985 (DOI)9781433150197 (ISBN)
Available from: 2017-12-17 Created: 2017-12-17 Last updated: 2017-12-17Bibliographically approved
Cox Eriksson, C. & von Rosen, T. (2017). Vocabulary, Grammar and Early Gestures in Swedish Children aged 12-30 months. In: : . Paper presented at Literacy and Learning Research Symposium, University of Canterbury, Christchurch, New Zealand, October 26th-27th, 2017.
Open this publication in new window or tab >>Vocabulary, Grammar and Early Gestures in Swedish Children aged 12-30 months
2017 (English)Conference paper, Poster (with or without abstract) (Refereed)
Abstract [en]

Research on child language acquisition confirms the importance of early language development for later language and literacy skills, and documents great individual variability in children’s acquisition rates. This study aims to investigate early communicative development in a sample of Swedish children based on parental report, using Swedish versions of the MacArthur-Bates CDI. In particular, variables such as early communicative gestures, receptive and productive vocabulary, and grammatical development are explored. The study is a reanalysis of previously collected data (Cox Eriksson, 2014), using a subsample of 128 children with complete records for measures collected at six-month intervals (12, 18, 24 and 30 months of age). The analysis examines both general trends through growth curve modelling in addition to some individual trajectories. Results indicate gender differences in vocabulary profiles, and although there is no main effect of gender, girls exhibit a significantly higher rate of growth. Individual vocabulary trajectories for boys exhibit more variation than those of girls. There is also a significant effect on vocabulary size for use of the pointing gesture at 12 months. Regarding grammatical development, trajectories for girls and boys exhibit differences in variation as well as individual outliers.

National Category
Learning
Research subject
Education and Learning
Identifiers
urn:nbn:se:du-26827 (URN)
Conference
Literacy and Learning Research Symposium, University of Canterbury, Christchurch, New Zealand, October 26th-27th, 2017
Available from: 2017-12-17 Created: 2017-12-17 Last updated: 2017-12-18Bibliographically approved
Cox Eriksson, C. & von Rosen, T. (2016). Early Communicative Development in Swedish Children aged 12 to 30 months. In: : . Paper presented at XX Biennial International Conference on Infant Studies, May 26-28, 2016, New Orleans, Louisiana.
Open this publication in new window or tab >>Early Communicative Development in Swedish Children aged 12 to 30 months
2016 (English)Conference paper, Poster (with or without abstract) (Refereed)
Abstract [en]

Research on child language acquisition confirms the importance of early language development for later language and literacy skills (Dickinson, Golinkoff & Hirsh-Pasek, 2010; Lee, 2011), and documents great individual variability in children’s acquisition rates (Fenson et al., 1994). Recent research has also widened the focus to include the impact of early gestures (e.g. Rowe & Goldin-Meadow, 2009). This study aims to investigate early communicative development in a sample of Swedish children based on parental report, using Swedish versions of the MacArthur-Bates CDI (Berglund & Eriksson, 2000; Eriksson & Berglund, 1999). In particular, variables such as early communicative gestures, receptive and productive vocabulary, and the syntactic/grammatical measure M3L (the Mean Length of Utterance score of the three longest utterances parents have heard their child say) are explored. The specific target group here is a subsample (from a total sample of 348) consisting of 128 children with complete records collected at six-month intervals (12, 18, 24 and 30 months of age). In the analysis, gender and children’s ability to use the pointing gesture at 12 months are used as grouping variables.

The analysis entails first looking at general trends in the data, and thereafter examining individual trajectories, especially extreme ones. Growth curve modelling is employed to describe trajectories of productive vocabulary development, first with gender as the grouping variable, and secondly, with the pointing gesture at 12 months of age. Since preliminary results show different variation in the response between boys and girls, different covariance structures are used for modelling. Moreover, banded covariance structure is utilized to take into account strong correlations between neighboring time points (12-18, 18-24, and 24-30 months). Testing fixed effects reveals highly significantly different slopes for girls and boys. The banded covariance structure is also used in the analysis of productive vocabulary with pointing as the grouping variable. Taking into account heterogeneity in the two groups, results also indicate highly significant differences in vocabulary growth for pointers vs. non-pointers. However, separate analysis of the two groups is needed before further conclusions can be made. It must also be stressed that the data comes from parental report, and observational knowledge of both parental and child gestures is lacking. However, the results of this study definitely contribute to the international body of knowledge with data from the Swedish context. Furthermore, results regarding early communication are of interest for parents, child- and healthcare personnel, as well as educational practitioners.

National Category
Specific Languages
Research subject
Education and Learning
Identifiers
urn:nbn:se:du-22395 (URN)
Conference
XX Biennial International Conference on Infant Studies, May 26-28, 2016, New Orleans, Louisiana
Available from: 2016-06-22 Created: 2016-06-22 Last updated: 2018-01-10Bibliographically approved
Cox Eriksson, C. (2016). Ordförråd och ordkunskap – språkets byggstenar. In: Tarja Alatalo (Ed.), Läsundervisningens grunder: . Malmö: Gleerups Utbildning AB
Open this publication in new window or tab >>Ordförråd och ordkunskap – språkets byggstenar
2016 (Swedish)In: Läsundervisningens grunder / [ed] Tarja Alatalo, Malmö: Gleerups Utbildning AB, 2016Chapter in book (Other academic)
Place, publisher, year, edition, pages
Malmö: Gleerups Utbildning AB, 2016
National Category
Languages and Literature
Research subject
Education and Learning
Identifiers
urn:nbn:se:du-20619 (URN)9789140692092 (ISBN)
Available from: 2016-01-06 Created: 2016-01-06 Last updated: 2016-03-21Bibliographically approved
Cox Eriksson, C. (2015). Early Communicative Gestures and Vocabulary Knowledge. In: : . Paper presented at Gesture in Language Development Workshop, Child Language Symposium, University of Warwick, Coventry, UK July 19 2015.
Open this publication in new window or tab >>Early Communicative Gestures and Vocabulary Knowledge
2015 (English)Conference paper, Poster (with or without abstract) (Refereed)
Abstract [en]

This poster presents work on the relationships between early communicative gestures and vocabulary knowledge in Swedish children aged 12 to 18 months. The role of gestures in early communicative development was studied using vocabulary measurements collected with the Swedish versions of the MacArthur-Bates CDI infant and toddler forms. In a larger study, correlations were calculated among communicative skills over 6-month intervals from child age 1;0 to 2;6 in a sample with varying numbers of children at different ages. The poster presents results from the first pairwise comparison using cross-sectional and cross-lagged correlations. Variables included gestures, receptive and productive vocabulary at 1;0, and productive vocabulary and the syntactic/grammatical measure M3L at 1;6 (n = 321). Gestures at 1;0 were more strongly correlated with receptive than productive vocabulary at the same age, and weakly correlated with productive vocabulary at 1;6. Additional analysis divided the gesture scale into “empty-hand” gestures and “object actions”, following Sansavini et al. (2010). Empty-hand gestures were found to be more related to productive vocabulary, while object-actions were more related to reception. Despite differences in methodology, results of the present study confirm some findings by Sansavini et al. Further analysis of the Swedish data showed that empty-hand gestures were significantly, but weakly, correlated with the percentage of nouns in children’s vocabularies at 1;6, whereas children’s use of object-actions were similarly correlated with the percentage of verbs. Results of this analysis may indicate that empty-hand gestures, which most often are deictic gestures, help infants enhance their knowledge of objects and their names, while activities with objects help them understand the concepts related to actions, particularly verbs. Such knowledge has implications for both parents and other caregivers who are invested in stimulating the language development of young children.

National Category
Languages and Literature
Research subject
Education and Learning
Identifiers
urn:nbn:se:du-20620 (URN)
Conference
Gesture in Language Development Workshop, Child Language Symposium, University of Warwick, Coventry, UK July 19 2015
Available from: 2016-01-06 Created: 2016-01-06 Last updated: 2016-01-07Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-7179-5750

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