Written products and writing processes in Swedish deaf and hard of hearing children: an explorative study on the impact of linguistic background.

The small body of research on writing and writing processes in the group of deaf and hard of hearing (DHH) children has shown that this group struggles more with writing than their hearing peers. This article aims to explore in what ways the DHH group differs from their peers regarding the written product and the writing processes. Participants are all in the age span 10-12 years old and include: (a) 12 DHH children with knowledge of Swedish sign language (Svenskt teckenspråk, STS) as well as spoken Swedish, (b) 10 age-matched hearing children of deaf adults (CODA) who know STS, (c) 14 age-matched hearing peers with no STS knowledge.

Are patients willing to take a more active role? Questionnaires to measure patients' willingness to be empowered.

Objective: One crucial prerequisite for increased patient empowerment is the willingness among patients to take a more active role. The aim of this study was to develop questionnaires for measuring a patient's willingness to be empowered in general and by using e-health.

Methods: The study was based on a random sample from an online panel.

Predictors of narrative text quality in students with hearing loss.

Aim: Students with hearing loss (HL) often fall behind hearing peers in complex language tasks such as narrative writing. This study explored the effects of school grade, gender, cognitive and linguistic predisposition and audiological factors on narrative text quality in this target group.

Method: Eleven students with HL in Grades 5-6 and 7-8 (age 12-15) who took part in a writing intervention wrote four narrative texts over six months.

Online Communities as a Driver for Patient Empowerment: Systematic Review.

Background: The use of online resources has changed how people manage health care processes. Patients seek information about health conditions, guidance in treatment, and support from peers online, complementary to traditional health care trajectories. Online communities have the potential to contribute to the quality of care by increasing patient empowerment; however, there is a gap in research regarding in what way online communities contribute to patient empowerment.

Individualized blended care for patients with colorectal cancer: the patient's view on informational support.

Purpose: The number of colorectal cancer patient survivors is increasing. Information and support during and after treatment are requested by patients, but questions remain on what to provide. The aim of this study was to understand what informational needs colorectal cancer patients and survivors have, with a focus on the potential support given by patient peers and the use of blended care.

Effects of intervention on self-efficacy and text quality in elementary school students' narrative writing.

Aim: Self-efficacy for writing is an important motivational factor and considered to predict writing performance. Self-efficacy for narrative writing has been sparsely studied, and few studies focus on the effects of writing intervention on self-efficacy. Additionally, there is a lack of validated measures of self-efficacy for elementary school students.

Spelling in Deaf, Hard of Hearing and Hearing Children With Sign Language Knowledge.

What do spelling errors look like in children with sign language knowledge but with variation in hearing background, and what strategies do these children rely on when they learn how to spell in written language? Earlier research suggests that the spelling of children with hearing loss is different, because of their lack of hearing, which requires them to rely on other strategies. In this study, we examine whether, and how, different variables such as hearing degree, sign language knowledge and bilingualism may affect the spelling strategies of children with Swedish sign language, , (STS) knowledge, and whether these variables can be mirrored in these children's spelling. The spelling process of nineteen children with STS knowledge (mean age: 10.

Writing intervention in university students with normal hearing and in those with hearing impairment: can observational learning improve argumentative text writing?

Observational learning has shown to be a successful intervention for writing. Until now, however, studies have only been performed with normal-hearing participants, usually high school or university students. Additionally, there have been conflicting results in whether subjective text quality correlates with one or more objectively measured text characteristics.

Reading during the composition of multi-sentence texts: an eye-movement study.

Writers composing multi-sentence texts have immediate access to a visual representation of what they have written. Little is known about the detail of writers' eye movements within this text during production. We describe two experiments in which competent adult writers' eye movements were tracked while performing short expository writing tasks.

Combined eyetracking and keystroke-logging methods for studying cognitive processes in text production.

Writers typically spend a certain proportion of time looking back over the text that they have written. This is likely to serve a number of different functions, which are currently poorly understood. In this article, we present two systems, ScriptLog+ TimeLine and EyeWrite, that adopt different and complementary approaches to exploring this activity by collecting and analyzing combined eye movement and keystroke data from writers composing extended texts.