Publications and Presentations

Peer-reviewed academic articles

Bruns, G. (2024). Re-analysing and confirming a differential use of re-integration in students with mild and borderline intellectual disabilities. In: Frontiers in Psychology 15:1278458, 1–7. DOI: 10.3389/fpsyg.2024.1278458

Bruns, G., Lüke, T., Gresch, C. & Grosche, M. (2023). Investigation of attitudes towards inclusion. Validation and factor-analytical examination of a short version of the PREIS scale. Journal of Educational Research, 17(2), 438. DOI: 10.1007/s35834-023-00389-3

Fleischhauer, E., Bruns, G. & Grosche, M. (2021). Morphological decomposition supports word recognition in primary school children learning to read: Evidence from masked priming of German derived words. Journal of Research in Reading, 44, 90–109. DOI: 10.1111/1467-9817.12340

Ehl, B., Bruns, G. & Grosche, M. (2019). Differentiated bilingual vocabulary assessment reveals similarities and differences compared to monolinguals: Conceptual versus single-language scoring and the relationship with home language and literacy activities. International Journal of Bilingualism, 1–14. DOI: /10.1177/1367006919876994.

Bruns, G., Ehl, B., & Grosche, M. (2019). Verbal working memory processes in students with mild and borderline intellectual disabilities: Differential developmental trajectories for rehearsal and reintegration. Frontiers in Psychology 9:2581. DOI: 10.3389/fpsyg.2018.02581

Ehl, B., Paul, M., Bruns, G., Fleischhauer, E., Vock, M., Gronostaj, A., & Grosche, M. (2018). Test quality criteria for the ‘Grießhaber Profile Analysis’. Evaluation of a method for assessing the grammatical skills of monolingual and multilingual primary school children. Journal of Educational Science. DOI: 10.1007/s11618-018-0835-x

Monographs and edited volumes

Bruns, G. (2021). Cognitive learning prerequisites of pupils with learning difficulties: An empirical investigation of processes and structures of working and long-term memory. Doctoral thesis. School of Education, University of Wuppertal. DOI: 10.25926/zyyq-nv03

Grosche, M., Decristan, J., Urton, K., Jansen, N. C., Bruns, G., & Ehl, B. (Eds.) (2020). Special Education and Educational Research – Strangers? Bad Heilbrunn: Klinkhardt.

Conference papers: Oral and poster presentations

Ehl, B., Bruns, G. & Grosche, M. (September 2024). Are learning difficulties socially constructed? A comparison of theoretically calculated and empirically determined prevalences in the NEPS dataset. Poster presentation at the 59th Annual Conference of the Special Education Section of the DGfE, Dortmund.

Schneemelcher, S., Bruns, G., Decristan, J., Grünke, M., Urton, K. & Grosche, M. (July 2023). Effectiveness of an implicit learning app to teach orthographic spelling rules – A randomised controlled trial using latent change score models. Presentation at the 30th Conference of the Society for the Scientific Study of Reading (SSSR), Port Douglas (Australia).

Schneemelcher, S., Bruns, G., Decristan, J., Grünke, M., Urton, K., Grosche, M. (October 2022). Implicit learning of spelling – Effectiveness of implicit training in a consonant doubling spelling rule. Poster presentation at the 44th Annual Conference of the International Academy for Research in Learning Disabilities (IARLD), Oviedo (Spain).

Bruns, G., Lüke, T., Gresch, C. & Grosche, M. (March 2022). Teachers’ and parents’ attitudes towards the inclusive school system. Presentation at the 9th Conference of the Society for Empirical Educational Research (GEBF), Bamberg (online).

Ehl, B., Bruns, G. & Grosche, M. (September 2021). Do multilingual primary school children who speak different non-German languages differ in their German vocabulary size? Presentation at the 56th Annual Conference of the Special Education Section of the DGfE, Würzburg (online).

Bruns, G. & Grosche, M. (November 2019). Long-term memory in children with learning difficulties. Structural deviation and/or differential interaction with working memory? Presentation at the Autumn Conference of the Working Group for Empirical Special Educational Research (AESF), Siegen.

Grosche, M., Bruns, G., Pulst, L., Grünke, M., Scanlon, D. & Sideridis, G. (June 2019). Developing a coding system for a typology of ‘learning disability’ definitions. Poster presentation at the 43rd Conference of the International Academy for Research in Learning Disabilities (IARLD), Hersonissos, Heraklion (Greece).

Bruns, G., Pulst, L. & Grosche, M. (June 2019). Progress report on a categorisation system for classifying the international diversity of terms relating to ‘learning disabilities’. Poster presentation at the spring conference of the Working Group for Empirical Special Educational Research (AESF), Fribourg (Switzerland).

Bruns, G. & Grosche, M. (February 2019). Modelling semantic networks in pupils with and without learning disabilities. Poster presentation at the 7th Conference of the Society for Empirical Educational Research (GEBF), Cologne. DOI: 10.13140/RG.2.2.18082.48320

Bruns, G. (November 2018). Prior knowledge in children with learning difficulties: less well-connected and more chaotic? Poster presentation at the Autumn Conference of the Working Group for Empirical Special Educational Research (AESF), Wuppertal. DOI: 10.13140/RG.2.2.32993.76647

Bruns, G., Ehl, B. & Grosche, M. (June 2018). Investigating Working Memory in Children with Mild Intellectual Disabilities and Borderline Intellectual Functioning using Developmental Trajectories. Presentation at the 12th European Conference on Psychological Theory and Research on Intellectual and Developmental Disabilities, Padua (Italy). DOI: 10.13140/RG.2.2.31071.36005

Bruns, G. & Grosche, M. (June 2018). Unexpected findings regarding working memory in children with learning difficulties. Poster presentation at the Spring Conference of the Working Group for Empirical Special Educational Research (AESF), Geneva (Switzerland). DOI: 10.13140/RG.2.2.28554.77765

Bruns, G. & Grosche, M. (November 2017). Developmental delays in working memory among pupils with learning disabilities. Presentation at the Autumn Conference of the Working Group for Empirical Special Educational Research (AESF), Frankfurt am Main. DOI: 10.13140/RG.2.2.21965.74723

Bruns, G. & Grosche, M. (May 2017). Working memory and the word length effect in adults with learning disabilities. Poster presentation at the Spring Conference of the Working Group for Empirical Special Educational Research (AESF), Rostock.

Bruns, G., Arellano Piedra, M. A., Grosche, M., Hennemann, T. & Strand, P. S. (August 2016). Cross-cultural validation of the Second Step Knowledge Assessment Interview in a US and a German sample of pre-schoolers. Presentation at the EARLI SIG 15 conference, Leuven (Belgium).

Bruns, G., Fleischhauer, E., & Grosche, M. (July 2016). Linguistically controlled items for a nonsense-word fluency test as an indicator of early reading development. Poster presentation at the 4th International Conference on Inclusive Education, Wuppertal. DOI: 10.13140/RG.2.1.1634.4568

Bruns, G., & Grosche, M. (June 2016). Do children with learning difficulties benefit from semantic content in working memory tasks to the same extent as their typically developing peers? Poster presentation at the Spring Conference of the Working Group for Empirical Special Educational Research (AESF), Flensburg. DOI: 10.13140/RG.2.1.3731.6089

Bruns, G., Arellano Piedra, M. A., Hennemann, T., Strand, P. S., & Grosche, M. (June 2016). Validation of an interview instrument for assessing emotional competences in pre-school children. Presentation at the spring conference of the Working Group for Empirical Special Educational Research (AESF), Flensburg.

Arellano Piedra, M. A., Grosche, M., Bruns, G., Hennemann, T., & Strand, P. S. (August 2014). Exploring the psychometric properties of the Second Step Knowledge Assessment Interview in a diverse American and German sample of pre-schoolers. Poster presentation at the conference of the American Psychological Association (Division 52), Washington D.C. (USA).

Bruns, G., Arellano Piedra, M.A., Strand, P.S., Hennemann, T., & Grosche, M. (July 2014). Exploring the psychometric properties of the Second Step Knowledge Assessment Interview in a German and a US sample of pre-schoolers. Poster presentation at the 2nd International Conference on Inclusive Education, Wuppertal.

Arellano Piedra, M. A., Grosche, M., Bruns, G., Hennemann, T., & Strand, P. S. (July 2014). Cross-cultural exploration of social-emotional competence in the US and Germany as a function of ethnicity, gender and age. Presentation at the Annual Convention of the International Psychology Division (Category: Child Development and Culture), American Psychological Association (APA), Reims (France).

Symposium

Bruns, G., & Casale, G. (August 2016). Two sides of the same coin? Linking evidence-based assessment and intervention to support pupils’ social and emotional development throughout the course of child and youth development in schools. Symposium at the EARLI SIG 15 conference, Leuven (Belgium).