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Language & Communication
Department of Rehabilitation Sciences
strahlend blauer Himmel mit weißen Wolken © Roland Baege​/​TU Dortmund
Publications

Publications of the Department of Language and Communication

Here you will find the publications of the Language & Communication department published since 2021.

Publications Fak.13/S&K 2023

Journal articles

  1. Böse, J. & Elstrodt-Wefing, N. (2023). Dynamic assessment for recording fast-mapping processes and language acquisition strategies in three- to five-year-old children in initial German language acquisition. Praxis Sprache(1), 16-23. https://doi.org/10.2443/skv-s-2023-56020230102
  2. Böse, J. & Scherger, A.-L. (2023). Everyday integrated language support with preschool children growing up multilingual - Qualification of professionals in play and learning groups: The research project "Strengthening basic skills". Early Education, 12(1), 55-57.
  3. Böse, J., Niephaus, A., Elstrodt-Wefing, N. & Scherger, A.-L. (2023). Radio play-based language development with preschool children growing up multilingual. Sprache Stimme Gehör, 47(1), 89-93.
  4. Böse, J., Busch, J., Leyendecker, B. & Scherger, A.-L. (2023). Supporting second language development of bilingual preschool children through professionalization of caregivers in specialized preschool programs. Frontiers in Psychology, 14.
  5. Böse, J., Neitzel, I. & Scherger, A.-L. (2023). The PaBiQ questionnaire in the speech therapy care of multilingual children. Sprachtherapie aktuell: Research - Knowledge - Transfer, 10(1), 23, e2023-11.
  6. Dittmann, F., & Neitzel, I. (2023). Language development in individuals with Down syndrome: current findings and implications from the working group at ISES 12. Forschung Sprache, 11(2), 64-70.
  7. Elstrodt-Wefing, E., Ritterfeld, U., & Neitzel, I. (2023). Language acquisition and digital media: A review. Language voice hearing, 47, 76-78.
  8. Meier, B., & Neitzel, I. (2023). Survey methods for assessing the narrative skills of preschool and primary school children: Influence of narrative form on narrative competencies. Childhood and Development, 32(3), 174-182.
  9. Neitzel, I. (2023). Reported speech in individuals with Down syndrome: first evidence. Journal of Applied Research in Intellectual Disabilities. doi. org/10.1111/jar.13163
  10. Neitzel, I. (2023). Narrative abilities in individuals with Down syndrome: single case-profiles. Frontiers in Psychology, 14, 1116567. https://doi.org/10.3389/fpsyg.2023.1116567
  11. Neitzel, I. (2023). Linguistic perspective change in the form of (in-)direct speech: a comparison of methods. Research Language, 11(2), 108-115.
  12. Neitzel, I., Tuschen, L., & Ritterfeld, U. (2023). Automated speech and language analysis in research and diagnostics in autism spectrum disorders: Potentials and barriers. Language Voice Hearing, 47, 84-88.
  13. Pliska, L., Neitzel, I. & Ritterfeld, U. (2023). Toward digital participation in individuals with Autism Spectrum Disorder. Frontiers in Communication, 8, article 1224585. https://doi.org/10.3389/fcomm.2023.1224585
  14. Rademacher, K., Böse, J., Starke, A. Subellok, K. (2023). Therapieerfolg in der Mutismustherapie - Entwicklung und Erprobung eines Beobachtungsinstruments zur Analyse des kommunikativen Verhaltens von Kindern. Language Research, 11(2), 116-129.
  15. Scherger, A.-L., Neitzel, I., & Urbanczik, G. (2023). Explicit and implicit grammatical abilities in contrast: A comparison between children with and without SES. Language Research, 11(2), 151-167.
  16. Witecy, B., Wimmer, E., Neitzel, I. & Penke, M. (2023). Morphosyntactic development in German-speaking individuals with Down syndrome-longitudinal data. Frontiers in Psychology, 14, article 1118659. https://doi.org/10.3389/fpsyg.2023.1118659

 

Book chapter

  1. Böse, J. & Elstrodt-Wefing, N. (2023). Video-based professionalization of prospective teachers to promote multilingual children growing up in the transition from nursery to elementary school. Evaluation and further development of a seminar concept. In. U. Ritterfeld, K. Subellok, E. Wimmer, & A.-L. Scherger (Eds.). Impairments and potentials of language and communication: Practice-relevant findings from teaching and research at TU Dortmund University (pp.474- 490). Open Access Publication, Eldorado TU Dortmund University. dx. doi.org/10.17877/DE290R-23124
  2. Neitzel, I. (2023). Between understanding and application: Manifestations of false belief understanding in narratives of children and adolescents with Down syndrome. In S. Tan, S. Düring, A. Wilde, H. Wunderlich, & T. Fritzsche (Eds.), Spectrum Patholinguistics - Volume 15. open access publication, Eldorado TU Dortmund University.
  3. Neitzel, I., Pliska, L., Scherger, A.-L. & Ritterfeld, U. (2023). Potentials of technology-supported diagnostics in language acquisition research. In U. Ritterfeld, K. Subellok, E. Wimmer, & A.-L. Scherger (Eds.), Impairments and potentials of language and communication: Practice-relevant findings from teaching and research at TU Dortmund University. Open Access Publication, Eldorado TU Dortmund University.
  4. Niephaus, A. (2023). Diagnostics of fluency disorders: Stuttering and poluttering. In U. Ritterfeld, K. Subellok, E. Wimmer, & A.-L. Scherger (Eds.), Impairments and potentials of speech and communication: Practice-relevant findings from teaching and research at TU Dortmund University (336-354).Open Access Publication, Eldorado TU Dortmund. https://doi.org/10.17877/DE290R-23124.2
  5. Niephaus, A. (2023). When the conversation is influenced by fluency: Shared responsibility for communication. In U. Ritterfeld, K. Subellok, E. Wimmer, & A.-L. Scherger (Eds.), Impairments and potentials of speech and communication: practice-relevant findings from teaching and research at TU Dortmund University (355-361). Open Access Publication, Eldorado TU Dortmund University. doi. org/10.17877/DE290R-23124.2
  6. Penke, M. & Wimmer, E. (in press). Generative syntactic theory and language disorders. In M. J. Ball, N. Müller & E. Spencer (Eds.), The handbook of clinical linguistics, Second Edition (2nd ed., 158-176). Wiley.doi.org/10.1002/9781119875949.ch12
  7. Pliska, L., Neitzel, I., Buschermöhle, M., Ritterfeld, U. (2023). Comparison of Different Interaction Formats for Automatized Analysis of Symptoms in Children with Autism Spectrum Disorder. In M. Antona & C. Stephanidis (eds.), Universal Access in Human-Computer Interaction (HCII 2023). Lecture Notes in Computer Science, vol 14020. Cham, Springer. https://doi.org/10.1007/978-3-031-35681-0_42
  8. Rademacher, K. & Elstrodt-Wefing, N. (2023). Developing student teachers' reflection and language development skills in the teaching-learning lab. Design and evaluation of video-based learning environments. In U. Ritterfeld, K. Subellok, E. Wimmer, & A.-L. Scherger (Eds.), Impairments and potentials of language and communication: Practice-relevant findings from teaching and research at TU Dortmund University (355-361). Open Access Publication, Eldorado TU Dortmund University. doi. org/10.17877/DE290R-23124.2
  9. Scherger, A.-L. (2023) Consideration of multilingualism in special educational assessments for language support. In U. Ritterfeld, K. Subellok, E. Wimmer, & A.-L. Scherger (Eds.), Impairments and potentials of language and communication: Practice-relevant findings from teaching and research at TU Dortmund University. Open Access Publication, Eldorado TU Dortmund University.
  10. Schmitz, K. & Scherger, A.-L. (xx). I soggetti postverbali nell'italiano lingua di origine in Germania. Manuscript submitted in L. Fesenmeier (ed.), Movimenti. Atti Convegno Monaco.
  11. Starke, A. & Subellok, K. (2023). The trilogy is done! Dortmund Mutism Screenings DortMuS-School, DortMuS-Kita and DortMuS-Parents. In U. Ritterfeld, K. Subellok, E. Wimmer, & A.-L. Scherger (Eds.), Impairments and potentials of language and communication: Practice-relevant findings from teaching and research at TU Dortmund University. Open Access Publication, Eldorado TU Dortmund University.
  12. Subellok, K. & Starke, A. (2023). Mutism. In T. Ulrich & A. Mayer (Eds.), Studienbuch Sprachheilpädagogik. Kohlhammer.
  13. Subellok, K. & Winterfeld, I. (2023). "I don't like it!" A selectively mutistic girl learns to express her needs in daycare. In U. Ritterfeld, K. Subellok, E. Wimmer, & A.-L. Scherger (Eds.), Impairments and potentials of language and communication: Practice-relevant findings from teaching and research at TU Dortmund University. Open Access Publication, Eldorado TU Dortmund University.
  14. Wimmer, E. & Neitzel, I. (2023). Grammar support for children and adolescents with Down syndrome. In U. Ritterfeld, K. Subellok, E. Wimmer, & A.-L. Scherger (Eds.), Impairments and potentials of language and communication: Practice-relevant findings from teaching and research at TU Dortmund University. Open Access Publication, Eldorado TU Dortmund University.
  15. Winkelkotte, F., Elstrodt-Wefing, N. Grengel, M., Möhring, M., & Lueg, M.-C. (2023). RehaLand: Development of a digital teaching-learning scenario for university teaching. In U. Ritterfeld, K. Subellok, E. Wimmer, & A.-L. Scherger (Eds.), Impairments and potentials of language and communication: Practice-relevant findings from teaching and research at TU Dortmund University. Open Access Publication, Eldorado TU Dortmund University.

 

Edited by

  1. Neitzel, I., Elstrodt-Wefing, N. & Ritterfeld, U. (2023). Focus on language acquisition and digital media. Language voice hearing.
  2. Ritterfeld, U., Subellok, K., Wimmer, E. & Scherger, A.-L. (2023). Impairments and potentials of language and communication: Practice-relevant findings from teaching and research at TU Dortmund University. Open Access Publication, Eldorado TU Dortmund University. doi. org/10.17877/DE290R-23124.2

 

Materials for diagnostics and intervention

  1. Neitzel, I. (2023). Frogs German-Neitzel Corpus. Childes Database, doi: 10.21415/3EXH-BX55. Publicly accessible corpus of narrative transcripts from children and adolescents with Down syndrome.

 

 

Publications Fak.13/S&K 2022

Journal articles

  1. Elstrodt-Wefing, N., Möhring, M., Teborg, S., Starke, A., & Ritterfeld, U. (2022). Implementation of lesson-integrated language support in elementary school mathematics lessons: A case study. PFLB - Praxis-Forschung Lehrer*innenBildung, 4(1), 168-189. https://doi.org/10.11576/pflb-5812
  2. Lüke, C., Ritterfeld, U., & Liszkowski, U. (2022). In the hands of bilingual infants: Identification of bilingual, preverbal infants at risk for developmental language delay. Frontiers in Pediatrics. https://doi.org/10.3389/fped.2022.878163
  3. Neitzel, I. (2022). So much to tell! - Therapeutic ways of developing narrative elements. Sprachförderung und Sprachtherapie in Schule und Praxis, 11(2), 124-134.
  4. Neitzel, I. (2022). Pierre Robin sequence. Language Voice Hearing, 46(3), 120-121.
  5. Neitzel, I. (2022). Minimal verbal skills in children with Down syndrome - Diagnostic and therapeutic implications. mitSprache, 54(3), 19-28.
  6. Neitzel, I. (2022). Narrative ability and perspective-taking performance in children and adolescents with Down syndrome - an overview. Living with Down syndrome, 101, 20-23.
  7. Neitzel, I., & Dittmann, F. (2022). Multilingualism in individuals with Down syndrome - a systematic review. Language Research, 10(2), 66-82.
  8. Neitzel, I., & Penke, M. (2022). Narrative ability and possible influencing factors in children and adolescents with Down syndrome. Logos, 30(1), 14-24.
  9. Röhm, A., Viesel-Nordmeyer, N., Starke, A., Lüke, C., & Ritterfeld, U. (2022). Language, math and working memory in children with and without SES. Language Voice Hearing, 46, 71-75. doi: 10.1055/a-1768-5408
  10. Rohlfing, K., Lüke, C., Liszkowski, U., Ritterfeld, U., & Grimminger, A. (2022). Developmental paths of pointing behavior for various motives in infants with and without language delay. Journal of Environmental Research and Public Health. The First 1000 Days of Life: Investigating Early Markers for Promoting Healthy Language (Special Issue). https://doi.org/10.3390/ijerph19094982
  11. Scherger, A.-L. (2022). Non-word repetition, subject-verb agreement and case marking: the role of age in testing LITMUS-tools in eL2 children with and without DLD. Clinical Linguistics & Phonetics, 36(1), 54-74. https://doi.org/10.1080/02699206.2021.1885497
  12. Scherger, A.-L., Kizilirmak, J. M., & Folta-Schoofs, K. (2022). Ditransitive structures in child language acquisition: An investigation of production and comprehension. Journal of Child Language. FirstView: https://www.doi.org/10.1017/S0305000922000174
  13. Scherger, A.-L. (2022). Rethinking bilingual language assessment: Considering implicit language knowledge by means of pupillometry. Research Methods in Applied Linguistics, 1(2), 10001 4, https://doi.org/10.1016/j.rmal.2022.100014
  14. Viesel-Nordmeyer, N., Röhm, A., Starke, A., & Ritterfeld, U. (2022). How language skills and working memory capacities explain mathematical learning from preschool to primary school age: Insights from a longitudinal study. PLoS ONE, 17(6): e0270427. https://doi.org/10.1371/journal.pone.0270427
  15. Viesel-Nordmeyer, N., Ritterfeld, U., & Bos, W. (2022). Acquisition of mathematical and linguistic skills in children with learning difficulties. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2021.793796
  16. Wimmer, E., & Scherger, A.-L. (2022). Working memory skills in DLD: Does bilingualism make a difference? Languages, 7(4), 287. https://doi.org/10.3390/languages7040287
  17. Wimmer, E., Scherger, A.-L., & Ritterfeld, U. (2022). Educational language at primary school age - Relevance of preschool vocabulary, grammar and working memory for the further development of educational language in children of the Dortmund longitudinal section. Forum:logopädie, 36(5), 8-13.

 

Book chapter

  1. Böse, J., Niephaus, A., Elstrodt-Wefing, N., & Scherger, A.-L. (2022). Training language support staff for multilingual preschool children - a pilot project in the open all-day school. In Spreer, M., Wahl, M., & Beek, H. (Eds.), Language development in dialog - digitality, communication, participation (pp. 230-238). Schulz-Kirchner.
  2. Neitzel, I. (2022). Narrative participation of children and adolescents with trisomy 21: Results of a parent survey. In T. Müller, C. Ratz, R. Stein, & C. Lüke (Eds.), Special education - between decategorization and recategorization (231-239). Bad Heilbrunn: Julius Klinkhardt.
  3. Neitzel, I. (2022). The situation of families with a child with intellectual disabilities in the Corona pandemic. In M. Seidel & B. F. Barrett (Eds.), The impact of the corona pandemic on people with intellectual or multiple disabilities and a review of 25 years of DGSGB. Materials of the DGSGB, Volume 47. open access publication, Eldorado TU Dortmund University.
  4. Neitzel, I. & Penke, M. (2022). Narrative profiles of individuals with typical development and Down syndrome. In Y. Gong & F. Kpogo (eds.), BUCLD 46: Proceedings of the 46th annual Boston University conference on language development (552-562). Somerville, MA: Cascadilla Press.
  5. Wimmer, E. (2022). Language development disorders in Down syndrome: State of research and implications for the promotion of communicative skills at school age. In M. Spreer, M. Wahl, & H. Beek (Eds.), Sprachheilpädagogik aktuell - Beiträge für Schule, Kindergarten, therapeutische Praxis: Vol. 4. Sprachentwicklung im Dialog: Language development in dialog: Digitality - Communication - Participation (pp. 259-265). Schulz-Kirchner. https://www.dgs-ev.de/publikatio-nen/kongressbaende

 

Digital Proceedings

  1. Szabó, B., Dirks, S., & Scherger, A.-L. (2022). Apps and digital resources in speech and language therapy - Which factors influence therapists' acceptance? In M. Antona, & C. Stephanidis (eds.), Human-Computer-Interaction-International, LNCS 13308 (pp. 379-391). https://doi.org/10.1007/978-3-031-05028-2_25

 

Contributions to the discussion

  1. Ritterfeld, U. (2022). Inclusion through feature films?! In Unionhilfswerk (Ed.), Inclusive feature films? (S. 28-31). Berlin: Unionhilfswerk.

 

Materials for diagnostics and intervention

  1. Niephaus, A. (2022). Differential Diagnosis of Fluency Disorders. https://doi.org/10.17605/OSF.IO/4S3NE

Publications Fak.13/S&K 2021

Journal articles

  1. Bell, L., Reindl, V., Kruppa, J., Niephaus, A., Kohl, S., & Konrad, K. (2021). Shining light on the brain to understand how it works. Frontiers Young Minds, 9:576211. doi: 10.3389/frym.2021.576211
  2. Elstrodt-Wefing, N. & Sahm, M. (2021). Evaluation of the group support concept 'GruPho': On the promotion of phoneme-grapheme correspondence in phonological pronunciation disorders. Language research. E-journal for speech and language therapy, speech therapy and language support, 2/2021, 38-47.
  3. Hoge, K., Elstrodt-Wefing, N., Starke, A. & Feldmeier, M. D. (2021). Reflection on teacher language in special education lessons with a focus on language. Language research. E-Journal for Speech and Language Therapy, Language Therapy and Language Support, 2/2021, 48-56.
  4. Ritterfeld, U. & Lüke, T. (2021). Audio stories as incidental language teachers. A compensatory approach for migrant and low-SES children in Germany. Journal of Media Psychology, 33, 60-71. https://doi.org/10.1027/1864-1105/a000281
  5. Scherger, A.-L., & Kliemke, L. (2021). Word formation strategies of bilingual children of primary school age. Zeitschrift für Wortbildung/Journal of Word formation, 2, 8-34.
  6. Scherger, A.-L., Urbanczik, G., Ludwigs, T., & Kizilirmak, J.M. (2021). The bilingual native speaker competence: Evidence from elicited production, sentence-picture matching task and pupillometry. Frontiers in Psychology - Language Sciences. Special Issue: The notion of the native speaker put to the test: recent research advances. https://doi.10.3389/fpsyg.2021.717379
  7. Subellok, K. & Winterfeld, I. (2021). Safe Place in pediatric therapy - Much more than "just" building houses. Forum speech therapy, 35(6), 33-35.
  8. Tolksdorf, N. F., Crawshaw, C. E., & Rohlfing, K. J. (2021). Comparing the Effects of a Different Social Partner (Social Robot vs. Human) on Children's Social Referencing in Interaction. Frontiers in Education, 5:569615, 1-12. doi: 10.3389/feduc.2020.569615
  9. Tolksdorf, N. F., Viertel, F. E., Crawshaw, C. E., & Rohlfing, K. J. (2021, June 24-30). Do shy children keep more distance from a social robot? Exploring shy children's proxemics with a social robot or a human [Paper presentation]. In Association for Computing Machinery (Ed.), Interaction Design and Children (IDC '21, Athens, Greece). New York, NY, USA (pp.527-531). doi: 10.1145/3459990.3465181
  10. Viesel-Nordmeyer, N., Ritterfeld, U. & Bos, W. (in press). Mathematical and linguistic competence development of children with different learning problems. Frontiers in Psychology.
  11. Willms, S., Abel, M., Karni, A., Gal, C., Doyon, J., King, B. R., Classen, J., Rumpf, J.J., Buccino, G., Pellicano, A., & Binkofski, F.C. (2020). Motor sequence learning in patients with limb apraxia: Effects of long-term training. Neuropsychologia, 159, 107921.
  12. Wimmer, E., Witecy, B., & Penke, M. (2021). Ask who...! Production of w-questions in children, adolescents and adults with Down syndrome. Language research. E-journal for speech and language therapy, speech therapy and language support, 2, 132-150.

 

Book chapter

  1. Scherger, A.-L., & Schmitz, K. (2021). Grammatical maintenance of heritage Italian in Germany - empirical evidence from subject and object realization, gender and number agreement. In Kreß, B., Roeder, K., Schweiger, K., & Vossmiller, K. (Eds.), Multilingualism, Intercultural Communication, Language Teaching: International perspectives on German as a foreign language and heritage languages (pp. 157-174). Berlin: Peter Lang.
  2. Scherger, A.-L., Lütke, B., Montanari, E., Müller, A., & Ricart Brede, J. (2021): Introduction. In Scherger, A.-L., Lütke, B., Montanari, E., Müller, A., & Ricart Brede, J. (Eds.), German as a second language - Research fields and results (pp.7-16). Stuttgart: Fillibach with Klett.
  3. Vock, M., Gronostaj, A., Grosche, M., Ritterfeld, U., Ehl, B., Elstrodt-Wefing, N., Möhring, M., Paul, M. & Starke, A. (2021). The project Promotion of the educational language German at primary level: Evaluation, optimization & standardization of tools in the BiSS project (BiSS-EOS) - results and experiences from three project years. In BiSS (ed.), Bildung in Sprache und Schrift: Volume 5. the evaluation projects (pp. 125-141). Stuttgart: Kohlhammer.
  4. Weber, K. E., Elstrodt-Wefing, N. & Hoge, K. (in press). What expertise- and stimulus-related differences are evident in written video-based reflections? In DGfE (Ed.), 26th Annual Volume of the Commission on Primary School Research and Primary School Pedagogy. Berlin: Springer.

 

Edited by

  1. Scherger, A.-L., Lütke, B., Montanari, E., Müller, A., & Ricart Brede, J. (2021), (Eds.), German as a second language - Research fields and results. Stuttgart: Fillibach with Klett.

 

Contributions to the discussion

  1. Ritterfeld, U. (in print). Inclusion through feature films?! In Unionhilfswerk (ed.), Inklusive Spielfilme? Berlin: Unionhilfswerk.

 

Materials for diagnostics and intervention

  1. Elstrodt-Wefing, N. (2021). 'GruPho': A group support concept for the promotion of phoneme-grapheme correspondence in phonological pronunciation disorders. Available at: http: //www.sk.tu-dortmund.de/cms/de/materialien/index.html
  2. Elstrodt-Wefing, N. (2021). GruPho support material sound pair /k/ and /t/. Available at: http: //www.sk.tu-dortmund.de/cms/de/materialien/index.html
  3. Elstrodt-Wefing, N. (2021). GruPho support material sound pair /s/ and /sch/. Available at: http: //www.sk.tu-dortmund.de/cms/de/materialien/index.htm

 

Invited lectures and key notes

  1. Abel, M. (2021, December). Neurorehabilitation in speech therapy: Where are we going. Invited online lecture at the European Congress of NeuroRehabilitation jointly with 27th Annual Conference of the German Society for Neurorehabilitation (DGNR).
  2. Elstrodt-Wefing, N. (2021, February). Reflection and promotion of reflective competence in teacher education. Lecture as part of the lecture series "Cultures of Knowledge in Question. A glossary on subject-specific knowledge cultures", online.

 

Conference papers

  1. Alber, B., Hoge, K., Elstrodt-Wefing, N. & Starke, A. (2021, April). Using videos to reflect on language support skills in teacher training programs. Presentation at the 36th Workshop of the Section "Psychology of Communication and its Disorders" in the Clinical Psychology Section of the BDP, Rauischholzhausen.
  2. Crawshaw, C. E., Lüke, C., & Ritterfeld, U. (2021, August). A longitudinal consideration of late talkers' development of language, metaphor, theory of mind, and reading skills. Poster presentation at the digital workshop on Late talkers: Interdisciplinary approaches to understand early language delay, University of Warwick, UK.
  3. Crawshaw, C. E., Lüke, C., Ritterfeld, U. (2021, July). Predicting later advanced language, pragmatic, and meta-cognitive skills from initiations of joint interaction and communicative goals in earlier development [Poster Session]. 4th Experimental Pragmatics in Italy Conference (XPRAG.it 2020(21)), University of Turin, Italy.
  4. Elstrodt-Wefing, N., Hoge, K., & Starke, A. (2021, September). Promoting reflection on language support skills: Evaluation of (partially) structured, deductive and inductive training elements. Presentation at the annual conference of the DGfE section School Pedagogy "Reflection and reflexivity in teaching, school and teacher education". online.
  5. Elstrodt-Wefing, N. & Lohse-Bossenz, H. (2021, September). Expertise- and format-related differences in written video reflections. Symposium at the Annual Conference of the DGfE Section School Pedagogy "Reflection and Reflexivity in Teaching, School and Teacher Education". online.
  6. Hoge, K., Elstrodt-Wefing, N., & Starke, A. (2021, September). Video-based reflection of teacher language in special education lessons with a focus on language: An analysis of expertise-related differences. Presentation at the annual conference of the DGfE section School Pedagogy "Reflection and reflexivity in teaching, school and teacher education". online.
  7. Möhring, M., Hastall, M. R., & Ritterfeld, U. (2021, July). Moral values and the stigmatization of people with intellectual disabilities in personnel decisions. Paper presented at the digital conference of the International Association for the Scientific Study of Intellectual and Developmental Disabilities (IASSIDD).
  8. Starke, A., Hoge, K., & Subellok, K. (2021, May). Controlled individual case studies for the evaluation of speech therapy measures - Insight into the evaluation of the Dortmund mutism therapy. Presentation at the 36th Workshop of the Section 'Psychology of Communication and its Disorders', BDP (online).
  9. Subellok, K. & Katz-Bernstein, N. (2021, June). First relationship building, then speech therapy? Dialogue on a common concern in pediatric speech therapy. Lecture and working group as part of the symposium "Professional relationship building: much more than just nice!" at the 49th Congress of the German Speech and Language Therapy Association (dbl) (online).
  10. Viesel-Nordmeyer, N., Prado, J., Ritterfeld, U., Schurig, M., Lüke, C., Röhm, A. & Crawshaw, C. E. (2021, December). The specific role of grammar skills for mathematical learning. Presentation given at the online conference of the Mathematical Cognition and Learning Society (MCLS).
  11. Viesel-Nordmeyer, N., Ritterfeld, U., Lüke, C., Crawshaw, C. E., & Starke, A. (2021, August). Understanding longitudinal relationships between linguistic, mathematical, and working memory skills. Paper presented at the annual international conference of the European Association for Research on Learning and Instruction (EARLI) online.
  12. Wimmer, E. (2021, June). Only simple syntax? The production of subordinate clauses and wh-questions in German children with Down syndrome. Paper presented at the 18th meeting (digital) of the International Clinical Phonetics and Linguistics Association (ICPLA), Glasgow, University of Strathclyde (UK).
  13. Wimmer, E., Röhm, A., Viesel-Nordmeyer, N., & Ritterfeld, U. (2021, December). Relations between children's grammatical skills and mathematical learning: A systematic review. Presentation given at the online conference of the Mathematical Cognition and Learning Society (MCLS).
  14. Witecy, B., Neitzel, I., Wimmer, E., & Penke, M. (2021, March). Grammar comprehension abilities in individuals with Down syndrome - Cross-sectional and longitudinal data. Presentation given at the digital Down Syndrome Research Forum 2021.