Anna S Gellert
Biographic Data
| ID | 5972339 |
|---|---|
| NAME | Anna S Gellert |
| GIVEN NAMES | Anna S |
| FAMILY NAME | Gellert |
| SIGNATURE | GELLERT A S |
| AFFILIATIONS | University of Copenhagen |
| ORCID | 0000-0002-0498-2174 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Predicting reading outcomes in school starters using a computer assisted dynamic assessment of decoding
Early and accurate identification of children at risk of reading difficulties is essential for ensuring timely and appropriate educational support. Traditional screening tools are static, measuring only current knowledge. As a result, poor performance may reflect either a specific learning difficulty such as dyslexia or limited prior learning opportunities, making accurate identification challenging. This study examined the potential of a compute…
Morphological Intervention for Students With Limited Vocabulary Knowledge
Students with limited vocabulary knowledge are at high risk for reading comprehension difficulties. Previous studies have found that teaching morphology may support vocabulary growth. In the present study, the authors aimed to replicate and extend these findings by investigating both immediate and long‐term transfer effects to untaught words and untaught pseudowords with well‐known root morphemes. Fifth‐grade students ( N = 332) were randomly ass…
Predicting reading disabilities using dynamic assessment of decoding before and after the onset of reading instruction
Dyslexia in a second language?—a dynamic test of reading acquisition may provide a fair answer
Dyslexia is hard to diagnose in a second language. Poor performance on a test of reading may be caused by poor language proficiency in the second language or by limited schooling rather than by poor reading ability per se. This confound was supported in a study of 88 adult second language learners and 65 native language speakers. The incidence of dyslexia in the second language learners varied widely depending on the measure of reading. In order …
Morphological Intervention for Students With Limited Vocabulary Knowledge
Students with limited vocabulary knowledge are at high risk for reading comprehension difficulties. Previous studies have found that teaching morphology may support vocabulary growth. In the present study, the authors aimed to replicate and extend these findings by investigating both immediate and long‐term transfer effects to untaught words and untaught pseudowords with well‐known root morphemes. Fifth‐grade students ( N = 332) were randomly ass…
Dyslexia in a second language?—a dynamic test of reading acquisition may provide a fair answer
Dyslexia is hard to diagnose in a second language. Poor performance on a test of reading may be caused by poor language proficiency in the second language or by limited schooling rather than by poor reading ability per se. This confound was supported in a study of 88 adult second language learners and 65 native language speakers. The incidence of dyslexia in the second language learners varied widely depending on the measure of reading. In order …
Predicting reading disabilities using dynamic assessment of decoding before and after the onset of reading instruction
Morphological Intervention for Students With Limited Vocabulary Knowledge
Students with limited vocabulary knowledge are at high risk for reading comprehension difficulties. Previous studies have found that teaching morphology may support vocabulary growth. In the present study, the authors aimed to replicate and extend these findings by investigating both immediate and long‐term transfer effects to untaught words and untaught pseudowords with well‐known root morphemes. Fifth‐grade students ( N = 332) were randomly ass…
Predicting reading outcomes in school starters using a computer assisted dynamic assessment of decoding
Early and accurate identification of children at risk of reading difficulties is essential for ensuring timely and appropriate educational support. Traditional screening tools are static, measuring only current knowledge. As a result, poor performance may reflect either a specific learning difficulty such as dyslexia or limited prior learning opportunities, making accurate identification challenging. This study examined the potential of a compute…
Reading and Literacy Development (4 works) · Educational and Psychological Assessments (3 works) · Cognitive psychology (2 works) · Computer Science (2 works) · Decoding methods (2 works) · Dynamic assessment (2 works) · Linguistics (2 works) · Mathematics education (2 works) · Psychology (2 works) · Algorithm (1 works)