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Effects of parallel syntactic training in French plural spelling and German noun capitalization

Morphology (Dordrecht), 2024-05, Vol.34 (2), p.189-217

2024

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Academic profile development: An investigation of differentiation processes based on students’ level of achievement and grade level

Journal of educational psychology, 2024-03

2024

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Do learners need semantics to spell syntactic markers? Plural spellings in real vs. pseudowords in a French L2 setting

Reading & writing, 2024-01, Vol.37 (1), p.129-145

2024

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The impact of cerebral visual impairment on school related competences in elementary school children

Journal of vision (Charlottesville, Va.), 2023-08, Vol.23 (9), p.4889

2023

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The number line estimation task is a valid tool for assessing mathematical achievement: A population-level study with 6484 Luxembourgish ninth-graders

Journal of experimental child psychology, 2023-01, Vol.225, p.105521-105521, Article 105521

2023

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Profiles of poor and good spellers in German noun capitalization

L1-educational studies in language and literature, 2023-01, Vol.23, p.1-21

2023

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Spelling patterns of plural marking and learning trajectories in French taught as a foreign language

Written language and literacy, 2021-12, Vol.24 (1), p.81-109

2021

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Long-term relevance and interrelation of symbolic and non-symbolic abilities in mathematical-numerical development: Evidence from large-scale assessment data

Cognitive development, 2021-04, Vol.58, p.101008, Article 101008

2021

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Diversity Dimensions in Mathematics and Language Learning: Perspectives on Culture, Education and Multilingualism

2021

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Diversity Dimensions in Mathematics and Language Learning: Perspectives on Culture, Education and Multilingualism

Annemarie Fritz, Erkan Gürsoy, Moritz Herzog

2021

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Identifying math and reading difficulties of multilingual children: Effects of different cut-offs and reference groups

Diversity Dimensions in Mathematics and Language Learning, 2021, Vol.24, p.200-228

2021

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Circadian preference as a typology: Latent-class analysis of adolescents' morningness/eveningness, relation with sleep behavior, and with academic outcomes

Learning and individual differences, 2020-02, Vol.78, p.101725, Article 101725

2020

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The impact of syntactic and lexical trainings on capitalization of nouns in German in grade five

L1-educational studies in language and literature, 2020-01, Vol.20, Running Issue (Running Issue), p.1-23

2020

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The effects of a syntactic training on multilingual fifth graders' spelling patterns of noun capitalisation in German

Writing systems research, 2019-07, Vol.11 (2), p.95-109

2019

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The effect of morphosyntactic training on multilingual fifth graders’ spelling in French

Applied psycholinguistics, 2018-11, Vol.39 (6), p.1319-1343

2018

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Short-term and medium-term effects of grade retention in secondary school on academic achievement and psychosocial outcome variables

Learning and individual differences, 2016-08, Vol.50, p.182-194

2016

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Speaking two languages with different number naming systems: What implications for magnitude judgments in bilinguals at different stages of language acquisition?

Cognitive processing, 2016-08, Vol.17 (3), p.225-241

2016

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Solving arithmetic problems in first and second language: Does the language context matter?

Learning and instruction, 2016-04, Vol.42, p.72-82

2016

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The relation between language and arithmetic in bilinguals: insights from different stages of language acquisition

Frontiers in psychology, 2015-03, Vol.6, p.265-265

2015

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Les épreuves stardardisées: Élément-clé du pilotage du système éducatif luxembourgeois

Education et formations, 2015, Vol.n° 86-87 (3)

2015

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“My Questionnaire is Too Long!” The assessments of motivational-affective constructs with three-item and single-item measures

Contemporary educational psychology, 2014-07, Vol.39 (3), p.188-205

2014

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The influence of language on exact additions in bilingual adults

Journal of Cognitive Neuroscience. Supplement, 2013-01, p.107e-107e

2013

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The Structure of Academic Self-Concepts Revisited: The Nested Marsh/Shavelson Model

Journal of educational psychology, 2010-11, Vol.102 (4), p.964-981

2010

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Similarities and differences of Luxembourgish and Romanophone 12 year olds’ spelling strategies in German and in French

Written language and literacy, 2009-01, Vol.12 (1), p.82-96

2009

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Effects of parallel syntactic training in French plural spelling and German noun capitalization

Academic profile development: An investigation of differentiation processes based on students’ level of achievement and grade level

Do learners need semantics to spell syntactic markers? Plural spellings in real vs. pseudowords in a French L2 setting

The impact of cerebral visual impairment on school related competences in elementary school children

The number line estimation task is a valid tool for assessing mathematical achievement: A population-level study with 6484 Luxembourgish ninth-graders

Profiles of poor and good spellers in German noun capitalization

Spelling patterns of plural marking and learning trajectories in French taught as a foreign language

Long-term relevance and interrelation of symbolic and non-symbolic abilities in mathematical-numerical development: Evidence from large-scale assessment data

Diversity Dimensions in Mathematics and Language Learning: Perspectives on Culture, Education and Multilingualism

Diversity Dimensions in Mathematics and Language Learning: Perspectives on Culture, Education and Multilingualism

Identifying math and reading difficulties of multilingual children: Effects of different cut-offs and reference groups

Circadian preference as a typology: Latent-class analysis of adolescents' morningness/eveningness, relation with sleep behavior, and with academic outcomes

The impact of syntactic and lexical trainings on capitalization of nouns in German in grade five

The effects of a syntactic training on multilingual fifth graders' spelling patterns of noun capitalisation in German

The effect of morphosyntactic training on multilingual fifth graders’ spelling in French

Short-term and medium-term effects of grade retention in secondary school on academic achievement and psychosocial outcome variables

Speaking two languages with different number naming systems: What implications for magnitude judgments in bilinguals at different stages of language acquisition?

Solving arithmetic problems in first and second language: Does the language context matter?

The relation between language and arithmetic in bilinguals: insights from different stages of language acquisition

Les épreuves stardardisées: Élément-clé du pilotage du système éducatif luxembourgeois

“My Questionnaire is Too Long!” The assessments of motivational-affective constructs with three-item and single-item measures

The influence of language on exact additions in bilingual adults

The Structure of Academic Self-Concepts Revisited: The Nested Marsh/Shavelson Model

Similarities and differences of Luxembourgish and Romanophone 12 year olds’ spelling strategies in German and in French

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