Publications and lectures
Scientific contributions (peer-reviewed)
Bruns, G. (2024). Re-analyzing and confirming a differential use of redintegration 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 testing 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 relation 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 Redintegration. 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 of the "Profile Analysis according to Grießhaber". Evaluation of a procedure for assessing the grammatical abilities of monolingual and multilingual primary school children. Journal for Educational Science. DOI: 10.1007/s11618-018-0835-x
Monographs and publications
Bruns, G. (2021). Cognitive learning prerequisites of pupils with learning disabilities: An empirical investigation of processes and structures of working and long-term memory. Dissertation. 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 - Foreign sisters? Bad Heilbrunn: Klinkhardt.
Conference contributions: Lectures and poster presentations
Ehl, B., Bruns, G. & Grosche, M. (2024, September). Are learning disorders 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. (2023, July). Effectiveness of an implicit learning app to teach orthographic spelling rules - A randomised controlled trial using latent change score models. Paper presented at the 30th meeting 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. (2022, October). Implicit learning of spelling - Effectiveness of an implicit training of a consonant doubling spelling rule. Poster presentation at the 44th Conference of the International Academy for Research in Learning Disabilities (IARLD), Oviedo (Spain).
Bruns, G., Lüke, T., Gresch, C. & Grosche, M. (2022, March). Attitudes of teachers and parents towards the inclusive school system. Presentation at the 9th Conference of the Society for Empirical Educational Research (GEBF), Bamberg (digital).
Ehl, B., Bruns, G. & Grosche, M. (2021, September). Do multilingual primary school children with different non-German languages differ in vocabulary size in German? Presentation at the 56th Annual Conference of the Special Needs Education Section of the DGfE Special Needs Education Section, Würzburg (digital).
Bruns, G. & Grosche, M. (2019, November). Long-term memory in children with learning disabilities. Structural deviation and/or differential interaction with working memory? Presentation at the autumn conference of the Working Group for Empirical Special Education Research (AESF), Siegen.
Grosche, M., Bruns, G., Pulst, L., Grünke, M., Scanlon, D. & Sideridis, G. (2019, June). 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. (2019, June). Working status of a category system to classify the international diversity of terms of "Learning Disabilities". Poster presentation at the spring conference of the Working Group for Empirical Special Education Research (AESF), Fribourg (Switzerland).
Bruns, G. & Grosche, M. (2019, February). Modelling semantic networks in students 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. (2018, November). Prior knowledge in children with learning disabilities: less connected and more chaotic? Poster presentation at the autumn conference of the Working Group for Empirical Special Education Research (AESF), Wuppertal. DOI: 10.13140/RG.2.2.32993.76647
Bruns, G., Ehl, B. & Grosche, M. (2018, June). 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. (2018, June). Unexpected results in working memory in children with learning disabilities. Poster presentation at the spring conference of the Working Group for Empirical Special Education Research (AESF), Geneva (Switzerland). DOI: 10.13140/RG.2.2.28554.77765
Bruns, G. & Grosche, M. (2017, November). Developmental delays in working memory in pupils with learning disabilities. Presentation at the autumn conference of the Working Group for Empirical Special Education Research (AESF), Frankfurt am Main. DOI: 10.13140/RG.2.2.21965.74723
Bruns, G. & Grosche, M. (2017, May). Working memory and word length effect in adults with learning disabilities. Poster presentation at the spring conference of the Working Group for Empirical Special Education Research (AESF), Rostock.
Bruns, G., Arellano Piedra, M. A., Grosche, M., Hennemann, T. & Strand, P. S. (2016, August). Cross-cultural validation of the Second Step Knowledge Assessment Interview in a U.S. and a German sample of preschoolers. Presentation at the EARLI SIG 15 conference, Leuven (Belgium).
Bruns, G., Fleischhauer, E., & Grosche, M. (2016, July). Linguistically controlled items for a nonsense-word fluency test as indicator for development of early reading. Poster presentation at the 4th International Conference on Inclusive Education, Wuppertal. DOI: 10.13140/RG.2.1.1634.4568
Bruns, G., & Grosche, M. (2016, June). Do children with learning disabilities benefit from semantic content in working memory tasks as much as their normally developed peers? Poster presentation at the spring conference of the Working Group for Empirical Special Education Research (AESF), Flensburg. DOI: 10.13140/RG.2.1.3731.6089
Bruns, G., Arellano Piedra, M. A., Hennemann, T., Strand, P. S., & Grosche, M. (2016, June). Validation of an interview instrument to assess emotional competences of preschool children. Presentation at the spring conference of the Working Group for Empirical Special Education Research (AESF), Flensburg.
Arellano Piedra, M. A., Grosche, M., Bruns, G., Hennemann, T., & Strand, P. S. (2014, August). Exploring the Psychometric Properties of the Second Step Knowledge Assessment Interview in an American and a German Diverse Sample of Preschoolers. Poster presentation at the meeting of the American Psychological Association (Division 52), Washington D.C. (USA).
Bruns, G., Arellano Piedra, M. A., Strand, P. S., Hennemann, T., & Grosche, M. (2014, July). Exploring the psychometric properties of the SecondStep Knowledge Assessment Interview in a German and a US-sample of preschoolers. Poster presentation at the 2nd International Conference on Inclusive Education, Wuppertal.
Arellano Piedra, M. A., Grosche, M., Bruns, G., Hennemann, T., & Strand, P. S. (2014, July). Cross-cultural exploration of social emotional competence in the US and Germany as a function of ethnicity, gender, and age. Paper presented 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. (2016, August). Two sides of the same coin? Linking evidence-based assessment and intervention to support students' social and emotional development throughout the course of child and youth development in schools. Symposium at the EARLI SIG 15 conference, Leuven (Belgium).
