Matthias Grünke
Biographic Data
| ID | 6689363 |
|---|---|
| NAME | Matthias Grünke |
| GIVEN NAMES | Matthias |
| FAMILY NAME | Grünke |
| SIGNATURE | GRÜNKE M |
| AFFILIATIONS | University of Cologne |
| ORCID | 0000-0003-4249-6035 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Zwischen Schule und Beruf
Im Fokus dieser Untersuchung steht die Wirksamkeit eines kombinierten Aufsatztrainings zur Förderung der Textlänge und Textqualität bei Lernenden in Ausbildungsvorbereitungsklassen eines Berufskollegs. Im Rahmen eines randomisierten Kontrollgruppendesigns mit Pretest‐, Posttest- und Follow-up-Erhebungen zeigen die Ergebnisse signifikante Fortschritte in der Experimentalgruppe, insbesondere in der Textqualität, deren Steigerung auch langfristig st…
Special education teachers’ efficacy and knowledge in vocational preparation for students with learning disabilities in North Rhine-Westphalia (Germany)
Students with learning disabilities face substantial challenges in workforce transitions, requiring targeted vocational preparation. This study explores special education teachers’ self-efficacy, knowledge, and institutional barriers in vocational training within the German educational context, focusing on North Rhine-Westphalia, where vocational preparation is part of secondary-level schooling and transition planning for students with learning d…
The effects of a graphic organizer with storytelling intervention on writing quality and attitude towards writing of third graders with German as a second language
Writing can be a challenging task for students—especially for those who have grown up as second language (L2) learners. In particular, planning and structuring written content can be especially difficult for them. For this reason, the effects of a combined strategy instruction intervention consisting of a graphic organizer and storytelling on the narrative writing performance of struggling third graders ( N = 8) from a German elementary school wi…
A Multi‐Component Writing Intervention With and Without Peer‐Tutoring on Text Production of Diverse Struggling L1 and L2 Writers
Writing proficiency is a global educational challenge, particularly in diverse student populations. This study examined the effectiveness of a multi‐component intervention based on the Self‐Regulated Strategy Development (SRSD) framework, incorporating graphic organizers, storytelling, and positive reinforcement. Peer tutoring was later integrated to explore its potential added value. The intervention was conducted with eight primary school stude…
Enhancing spelling competence for English as a foreign language young learners through digital escape rooms
This study examines the efficacy of using a digital gamed platform in acquiring phoneme-grapheme correspondences of closed syllables with short vowels. Fifty-five fourth-grade English as a Foreign Language (EFL) learners navigated through five digital escape rooms where they learned, practiced, and produced target graphemes. Mixed methods analyses found that spelling competence in the intervention group as opposed to the control group improved in…
Using Spelling Error Analyses to Examine Individual Differences in German Students From Diverse Linguistic Backgrounds
The current study examined German spelling errors among students with German as their first language (L1) and those with German as their second language (L2) in Grades 3–4 (elementary school students; n = 127) and Grades 5–7 (secondary school students; n = 379). Five hundred and six students participated in the study. We performed two separate latent class analyses on elementary and secondary school students. Results indicate that elementary scho…
The Effects of a Multicomponent Motivational System Intervention Using Peer-Tutoring for Implementation on the Automation of Single-Digit Addition Tasks of Four Struggling Elementary Students
Derived math fact fluency becomes more imperative across all mathematical content areas during a students’ mathematics development. However, many of them struggle to automate the most basic math facts sufficiently and therefore are not able to deal with more complex mathematical problems. This leads to the fact that many of them are already left behind in the early years of their school careers whether they have diagnosed learning disabilities or…
The Impact of an Explicit Writing Intervention on EFL Students’ Short Story Writing
Educational research has shown that a high ability to use effective strategies, a broad fount of metacognitive knowledge, and fostering of adaptive beliefs about writing lead to better text production performance. Explicit instruction enhances development in each of these areas. The aim of the present study was to examine the effects of a writing intervention program (based on the strategies “POW” and “WWW”) on the quality and length of stories c…
Teacher knowledge and attitudes towards inclusion
Mainstream-school teachers are the most important assets for students with special educational needs (or diverse conditions) who hope to achieve real inclusion. However, teaching experience, attitudes, and knowledge can either promote or hinder efforts towards inclusion. A cross-cultural study was conducted to examine perceptions, knowledge, and attitudes towards inclusion in teachers from Ghana, Germany, and Spain, about intervention with specia…
Teacher knowledge and attitudes towards inclusion
Mainstream-school teachers are the most important assets for students with special educational needs (or diverse conditions) who hope to achieve real inclusion. However, teaching experience, attitudes, and knowledge can either promote or hinder efforts towards inclusion. A cross-cultural study was conducted to examine perceptions, knowledge, and attitudes towards inclusion in teachers from Ghana, Germany, and Spain, about intervention with specia…
Teacher knowledge and attitudes towards inclusion
Mainstream-school teachers are the most important assets for students with special educational needs (or diverse conditions) who hope to achieve real inclusion. However, teaching experience, attitudes, and knowledge can either promote or hinder efforts towards inclusion. A cross-cultural study was conducted to examine perceptions, knowledge, and attitudes towards inclusion in teachers from Ghana, Germany, and Spain, about intervention with specia…
The Impact of an Explicit Writing Intervention on EFL Students’ Short Story Writing
Educational research has shown that a high ability to use effective strategies, a broad fount of metacognitive knowledge, and fostering of adaptive beliefs about writing lead to better text production performance. Explicit instruction enhances development in each of these areas. The aim of the present study was to examine the effects of a writing intervention program (based on the strategies “POW” and “WWW”) on the quality and length of stories c…
The Effects of a Multicomponent Motivational System Intervention Using Peer-Tutoring for Implementation on the Automation of Single-Digit Addition Tasks of Four Struggling Elementary Students
Derived math fact fluency becomes more imperative across all mathematical content areas during a students’ mathematics development. However, many of them struggle to automate the most basic math facts sufficiently and therefore are not able to deal with more complex mathematical problems. This leads to the fact that many of them are already left behind in the early years of their school careers whether they have diagnosed learning disabilities or…
Using Spelling Error Analyses to Examine Individual Differences in German Students From Diverse Linguistic Backgrounds
The current study examined German spelling errors among students with German as their first language (L1) and those with German as their second language (L2) in Grades 3–4 (elementary school students; n = 127) and Grades 5–7 (secondary school students; n = 379). Five hundred and six students participated in the study. We performed two separate latent class analyses on elementary and secondary school students. Results indicate that elementary scho…
Enhancing spelling competence for English as a foreign language young learners through digital escape rooms
This study examines the efficacy of using a digital gamed platform in acquiring phoneme-grapheme correspondences of closed syllables with short vowels. Fifty-five fourth-grade English as a Foreign Language (EFL) learners navigated through five digital escape rooms where they learned, practiced, and produced target graphemes. Mixed methods analyses found that spelling competence in the intervention group as opposed to the control group improved in…
The effects of a graphic organizer with storytelling intervention on writing quality and attitude towards writing of third graders with German as a second language
Writing can be a challenging task for students—especially for those who have grown up as second language (L2) learners. In particular, planning and structuring written content can be especially difficult for them. For this reason, the effects of a combined strategy instruction intervention consisting of a graphic organizer and storytelling on the narrative writing performance of struggling third graders ( N = 8) from a German elementary school wi…
A Multi‐Component Writing Intervention With and Without Peer‐Tutoring on Text Production of Diverse Struggling L1 and L2 Writers
Writing proficiency is a global educational challenge, particularly in diverse student populations. This study examined the effectiveness of a multi‐component intervention based on the Self‐Regulated Strategy Development (SRSD) framework, incorporating graphic organizers, storytelling, and positive reinforcement. Peer tutoring was later integrated to explore its potential added value. The intervention was conducted with eight primary school stude…
Zwischen Schule und Beruf
Im Fokus dieser Untersuchung steht die Wirksamkeit eines kombinierten Aufsatztrainings zur Förderung der Textlänge und Textqualität bei Lernenden in Ausbildungsvorbereitungsklassen eines Berufskollegs. Im Rahmen eines randomisierten Kontrollgruppendesigns mit Pretest‐, Posttest- und Follow-up-Erhebungen zeigen die Ergebnisse signifikante Fortschritte in der Experimentalgruppe, insbesondere in der Textqualität, deren Steigerung auch langfristig st…
Special education teachers’ efficacy and knowledge in vocational preparation for students with learning disabilities in North Rhine-Westphalia (Germany)
Students with learning disabilities face substantial challenges in workforce transitions, requiring targeted vocational preparation. This study explores special education teachers’ self-efficacy, knowledge, and institutional barriers in vocational training within the German educational context, focusing on North Rhine-Westphalia, where vocational preparation is part of secondary-level schooling and transition planning for students with learning d…
Psychology (7 works) · Mathematics education (6 works) · Computer Science (4 works) · Writing and Handwriting Education (4 works) · EFL/ESL Teaching and Learning (3 works) · German (3 works) · Linguistics (3 works) · Pedagogy (3 works) · Innovative Teaching and Learning Methods (2 works) · Linguistic research and analysis (2 works)