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Veröffentlichungen/Vorträge

Veröffentlichungen

Gruhn, S., Segers, E., Keuning, J., & Verhoeven, L. (2020). Profiling children's reading comprehension: A dynamic approach. Learning & Individual Differences, 82, 101923. Doi:10.1016/j.lindif.2020.101923

Gruhn, S., Segers, E., Keuning, J., & Verhoeven, L. (2020). Dynamischer Leseverständnistest zur Differenzierung der Lernbedürfnisse von Grundschulkindern, Spektrum Patholinguistik, 13, 153-168.

Gruhn, S., Segers, E., & Verhoeven, L. (2020). Moderating role of reading comprehension in children's word learning with context versus pictures. Journal of Computer Assisted Learning, 36, 29-45. Doi:10.1111/jcal.12387

Gruhn, S., Segers, E., & Verhoeven, L. (2019). The efficiency of briefly presenting word forms in a computerized repeated spelling training. Reading & Writing Quarterly: Overcoming Learning Difficulties, 35, 225-242. Doi:10.1080/10573569.2018.1526725

Gruhn, S. & Weideman, A. (2017). The initial validation of a test of emergent literacy. Per Linguam, 33, 25-53. Doi:10.5785/33-1-698

 

Vorträge

Gruhn, S., Segers, E., Keuning, J., & Verhoeven, L. (2020). Differenzierung von Lernbedürfnisprofilen im Leseverständnis von Grundschulkindern. Online-Treffen der AG Leseverstehen im Symposium Deutschdidaktik.

Gruhn, S., Segers, E., Keuning, J., & Verhoeven, L. (2019). Profiling instructional needs in children’s reading comprehension. Herbsttreffen Patholinguistik, Potsdam (Poster).

Gruhn, S., Segers, E., & Verhoeven, L. (2019). Transfer of word and sentence level feedback effects to children’s reading comprehension. In S. Gruhn (Chair), Reading comprehension 1. 26th Annual Meeting of SSSR, Toronto.

Gruhn, S., Segers, E., & Verhoeven, L. (2018). Diversity in feedback effects on lexical quality and transfer to global understanding. Summer school SSSR, Egmond aan Zee.

Gruhn, S., Segers, E., & Verhoeven, L. (2018). Wat ondersteunt kinderen bij het leren van nieuwe woorden? Onderwijs Research Dagen, Nijmegen.

Gruhn, S., Segers, E., & Verhoeven, L. (2017). Effectiveness of feedback in a repeated spelling training. EARLI, Tampere.

Gruhn, S., Segers, E., & Verhoeven, L. (2017). Effectiviteit van feedback tijdens een herhaalde spellingtraining. Onderwijs Research Dagen, Antwerpen.

Gruhn, S., Segers, E., & Verhoeven, L. (2016). Optimal decisions with limited resources. Winter school, Randomized Controlled Field Trials, Tübingen.