Presentations
Schneemelcher, S., Bruns, G., & Grosche, M. (July 2026). Evaluating an implicit spelling intervention through the combination of latent change score models and log data analysis. Poster presentation at the 33rd Annual Conference of the Society for the Scientific Study of Reading (SSSR), Rotterdam (Netherlands).
Schneemelcher, S., Bruns, G., & Grosche, M. (November 2025). Learning process and learning success: To what extent can log data explain the low effectiveness of a spelling intervention? Presentation at the autumn conference of the Working Group on Empirical Special Educational Research (AESF), Dortmund.
Schneemelcher, S., Bruns, G., & Grosche, M. (July 2025). Psychometric Properties of a New Spelling Test Measuring the Consonant Doubling Rule. Poster presentation at the 32nd Annual Conference of the Society for the Scientific Study of Reading (SSSR), Calgary (Canada).
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 Annual 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).
Schneemelcher, S. & Grosche, M. (September 2022). Effectiveness of implicit spelling support for Year 2 pupils. Presentation at the 57th Annual Conference of the Special Education Section of the German Society for Educational Science (DGfE) in Halle (Saale).
Grosche, M., Dietz, S., Wissing, M., Decristan, J., Urton, K. & Grünke, M. (November 2021). Evaluation of an implicit spelling intervention. Presentation at the Autumn Conference of the Working Group on Empirical Special Educational Research (AESF), Luxembourg.
Dietz, S. & Grosche, M. (September 2021). Effectiveness of an implicit spelling intervention for primary school children with average and below-average spelling skills. Presentation at the 56th Annual Conference of the Special Education Section of the German Society for Educational Science (DGfE), Würzburg (online).
