Kristina Moll

Kristina Moll
Ludwig-Maximilians-Universität in Munich | LMU · Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy

About

115
Publications
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Publications

Publications (115)
Preprint
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Reading fluency and spelling accuracy depend on the presence of well-specified orthographic representations in the mental lexicon (Perfetti & Hart, 2002). The richness of a child’s orthographic lexicon is likely to depend on the efficiency of orthographic learning. This, in turn, may be influenced by their ability to form an a priori expectation of...
Preprint
BACKGROUND Between 5% and 15% of children worldwide suffer from a specific learning disorder, and the prevalence is much higher for undiagnosed learning difficulties. This creates a substantial demand for information among both parents and professionals. LONDI (londi.de) is a German-language website that (1) provides evidence-based information on l...
Article
In recent years, online platforms have made educational, medical, and other professional content easily accessible, but research evaluating such platforms is still scarce. The purpose of the current study is to evaluate LONDI, a German learning disorders platform. The platform offers scientifically based information for different user groups, and a...
Article
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Theoretical background While reading and spelling skills often are interconnected in models of literacy development, recent research suggests that the two skills can dissociate and that reading and spelling are associated with at least partly different cognitive predictors. However, previous research on dissociations between reading and spelling sk...
Article
Full-text available
Neurodevelopmental disorders are best conceptualised as the result of multiple risk factors, which accumulate and determine the likelihood of reaching the threshold for fulfilling agreed diagnostic criteria. This multiple‐risk framework allows the inclusion of research findings focusing on single disorders, while highlighting the need for extending...
Article
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Hintergrund: Einstellungen zu digitalen Fördermaßnahmen wurden bislang hauptsächlich aus der Sicht von Lehrkräften untersucht, obwohl das Lernen mit digitalen Hilfsmitteln im häuslichen Umfeld an Bedeutung gewinnt. Deshalb wird der Frage nachgegangen, wie Angehörige / Eltern von Kindern mit Lernstörungen (= KmL: Rechenstörung, Lesestörung bzw. komb...
Article
Background Digital game-based intervention programs represent a powerful tool for improving reading, whereas evidence for using digital tools to improve spelling is scarce. To fill this gap, we developed an adaptive digital game-based intervention that combines teaching phonological processing, graphene-phoneme-correspondence, and orthographic and...
Article
Full-text available
The causes underlying comorbid learning difficulties in reading (RD) and math (MD) are still a matter of debate. Based on current research, two models for the relation of the cognitive profile of isolated and combined learning difficulties (RDMD) are discussed. Regarding the “multi-deficit model”, the profile of RDMD is characterized by the sum of...
Article
Full-text available
Background Both learning disorders and bullying are major sources of public concern. Children with learning disorders often suffer from social rejection, potentially rendering them more susceptible to bullying involvement. Bullying involvement leads to a higher risk towards developing various problems including self-harm and suicidality. Past resea...
Article
Full-text available
German skilled readers have been found to engage in morphological and syllable-based processing in visual word recognition. However, the relative reliance on syllables and morphemes in reading multi-syllabic complex words is still unresolved. The present study aimed to unveil which of these sub-lexical units are the preferred units of reading by em...
Article
Full-text available
Handedness has been studied for association with language-related disorders because of its link with language hemispheric dominance. No clear pattern has emerged, possibly because of small samples, publication bias, and heterogeneous criteria across studies. Non-right-handedness (NRH) frequency was assessed in N = 2503 cases with reading and/or lan...
Article
Full-text available
Worldwide, the majority of people prefer using the right hand for most motor tasks. Because of the link between handedness and language hemispheric dominance, handedness has been studied for association with language-related disorders. No clear pattern has emerged from these studies, and inconsistencies have been attributed to small sample sizes, p...
Article
Full-text available
Reading Disability (RD) is often characterized by difficulties in the phonology of the language. While the molecular mechanisms underlying it are largely undetermined, loci are being revealed by genome-wide association studies (GWAS). In a previous GWAS for word reading (Price, 2020), we observed that top single-nucleotide polymorphisms (SNPs) were...
Article
Full-text available
Reading and writing are crucial life skills but roughly one in ten children are affected by dyslexia, which can persist into adulthood. Family studies of dyslexia suggest heritability up to 70%, yet few convincing genetic markers have been found. Here we performed a genome-wide association study of 51,800 adults self-reporting a dyslexia diagnosis...
Article
In many countries, intervention costs are not covered by public health care. A critical basis for deciding whether an intervention is covered or not is to analyse the relation between benefits and costs of the intervention, and to quantify the consequential costs. In this study, a cost‐utility analysis was computed to investigate the costs of indiv...
Chapter
This chapter begins with a review of the rates of comorbidity reported for dyslexia with the most frequent co‐occurring disorders as a backdrop to the need to understand comorbidity for understanding dyslexia, and neurodevelopmental disorders more generally. It discusses different models of comorbidity, including the multiple‐deficit framework and...
Poster
Full-text available
Both learning disorders and bullying are major sources of public concern. Children with learning disorders are prone to psychiatric comorbidity (e.g., with externalizing and internalizing disorders). Children with learning disorders often suffer from social rejection, potentially rendering them more susceptible to bullying involvement. Bullyin...
Article
Full-text available
Orthographies vary in complexity (the number of multi-letter grapheme-phoneme rules describing print-to-speech regularities) and unpredictability (the number of words which cannot be read correctly, even with at-ceiling knowledge of the rules). To assess how these constructs affect reading acquisition, we used an artificial orthography learning par...
Preprint
Full-text available
Orthographies vary in complexity (the number of multi-letter grapheme-phoneme rules describing print-to-speech regularities) and unpredictability (the number of words which cannot be read correctly, even with at-ceiling knowledge of the rules). To assess how these constructs affect reading acquisition, we used an artificial orthography learning par...
Preprint
Worldwide, the majority of people prefer using the right hand for most motor tasks. Because of the link between handedness and language hemispheric dominance, handedness has been studied for association with language-related disorders. No clear pattern has emerged from these studies, and inconsistencies have been attributed to small sample sizes, p...
Book
Frontiers Research Topics e-Book: INTERPRETING THE COMORBIDITY OF LEARNING DISORDERS
Article
Full-text available
The Research Topic (RT) the present Editorial refers to brings together a number of studies that try to elucidate cognitive risk (and protective) factors focussing particularly on the relationship between reading and math skills (and deficits) but also considering other disorders such as ADHD and motor difficulties, as well as protective factors (s...
Preprint
Full-text available
The use of spoken and written language is a capacity that is unique to humans. Individual differences in reading- and language-related skills are influenced by genetic variation, with twin-based heritability estimates of 30-80%, depending on the trait. The relevant genetic architecture is complex, heterogeneous, and multifactorial, and yet to be in...
Article
Full-text available
Developmental dyslexia (DD) is a learning disorder affecting the ability to read, with a heritability of 40-60%. A notable part of this heritability remains unexplained, and large genetic studies are warranted to identify new susceptibility genes and clarify the genetic bases of dyslexia. We carried out a genome-wide association study (GWAS) on 227...
Article
Full-text available
The ability to spell words correctly is a key competence for educational and professional achievement. Economical procedures are essential to identify children with spelling problems as early as possible. Given the strong evidence showing that reading and spelling are based on the same orthographic knowledge, error detection tasks (EDT) could be co...
Article
Full-text available
Disorders of reading and mathematics co-occur at greater than chance rates, but they are often studied separately. This article reports the reading and arithmetic outcomes at 9 years of age from a longitudinal study of 224 children at high risk for dyslexia. Using a cutoff at the 10th centile, groups of children with reading disorder (RD), mathemat...
Article
Full-text available
Background: The role of morphological awareness for literacy development is non-controversial, but it is likely to depend on the characteristics of a specific orthography. Previous studies analysing the role of morphological awareness are mainly based on English samples; thus, it is unclear how generalisable these results are. In the current study,...
Article
Full-text available
Artificial Orthography Learning (AOL) may act as a possible candidate to model the learning of print-to-speech correspondences. In order to serve as an adequate task, however, we need to establish whether AOL can be reliably measured. In the current study, we report the correlations between the learning of two different artificial orthographies by...
Article
Full-text available
There is increasing evidence showing distinct neurocognitive underpinnings of different deficits of written language processing. This study investigated whether functional brain mechanisms related to isolated spelling problems can be distinguished from those observed for the combined profile of reading and spelling deficits (dyslexia). Two cognitiv...
Article
Full-text available
The visual word form area (VWFA) in the left ventral occipito-temporal (vOT) cortex is key to fluent reading in children and adults. Diminished VWFA activation during print processing tasks is a common finding in subjects with severe reading problems. Here, we report fMRI data from a multicentre study with 140 children in primary school (7.9–12.2 y...
Article
Technological tools have the potential to efficiently support learning performance in children and are therefore recognized as being beneficial for children with special needs, such as reading disorders. The present study investigated the effectivity of a novel digital game-based reading training in second- and third-grade children with reading dis...
Article
Full-text available
Dissociations between reading and spelling deficits are likely to be associated with distinct deficits in orthographic word processing. To specify differences in automatic visual word recognition, the current ERP-study compared children with isolated reading fluency deficits (iRD), isolated spelling deficits (iSD), and combined reading fluency and...
Article
Full-text available
Languages differ in the consistency with which they map orthography to phonology, and a large body of work now shows that orthographic consistency determines the style of word decoding in monolinguals. Here, we characterise word decoding in bilinguals whose two languages differ in orthographic consistency, assessing whether they maintain two distin...
Article
Full-text available
Objective: Reading fluency deficits characteristic for reading disorders (RD; F81.0) have been shown to be strongly associated with slow naming speed (e.g. in rapid automatized naming tasks). In contrast, children with an isolated spelling disorder in the context of unimpaired reading skills (iSD; F81.1) show naming speed task performances that are...
Article
Abstract The aim of this study was to investigate cognitive profiles composed of skills predicting the overlap between reading and arithmetic in kindergarten (phonological awareness, letter knowledge, rapid automatized naming, and counting sequence knowledge) and the relation of these profiles to reading and arithmetic skills at Grades 1 and 7. A t...
Preprint
Full-text available
Previous studies found a relationship between performance on statistical learning (SL) tasks and reading ability and developmental dyslexia. Thus, it has been suggested that the ability to implicitly learn patterns may be important for reading acquisition. Causal mechanisms behind this relationship are unclear: Although orthographic sensitivity to...
Article
Full-text available
Deficits in reading fluency and in spelling can dissociate during development, resulting in groups with reading deficit only (RD), spelling deficit only (SD) and combined reading and spelling deficit (RSD). The current study investigated the one-to-two-year longitudinal stability of these subgroups in 167 German-speaking children. Reading fluency d...
Data
Supplementary Table S1: Nodes on white matter tracts were groups differed on FA. Results at the more stringent significance level of p ≤ .017 are reported in the upper part of the table. Results at p ≤ .05 are reported in the bottom part of the table. Means (M) and standard deviations (SD) on FA are reported, with the statistical significance of re...
Data
Supplementary Figure S1: Tract profiles for the right inferior longitudinal fasciculus and cingulum in the three groups (blue: Typical readers and spellers; Green: Dyslexia group; Red: SD group). The gray‐shadowed areas highlight regions on the tracts where groups differed. Nodes are ordered in the posterior–anterior direction
Article
Full-text available
Developmental dyslexia (DD) is one of the most prevalent learning disorders, with high impact on school and psychosocial development and high comorbidity with conditions like attention-deficit hyperactivity disorder (ADHD), depression, and anxiety. DD is characterized by deficits in different cognitive skills, including word reading, spelling, rapi...
Article
Full-text available
Efficient and automatic integration of letters and speech sounds is assumed to enable fluent word recognition and may in turn also underlie the build-up of high-quality orthographic representations, which are relevant for accurate spelling. While previous research showed that developmental dyslexia is associated with deficient letter-speech sound i...
Article
Full-text available
This paper describes the development of an online-based training program “Meister Cody – Namagi”, which is targeted at improving pre-school literacy skills and reading skills of the children at the primary school. The development of the program relied on two different kind of research traditions: on the results of the developmental-cognitive litera...
Article
Full-text available
The present study investigated whether children with a typical dyslexia profile and children with isolated spelling deficits show a distinct pattern of white matter alteration compared with typically developing peers. Relevant studies on the topic are scarce, rely on small samples, and often suffer from the limitations of conventional tensor‐based...
Article
Full-text available
Background Reading disorder (RD) and mathematics disorder (MD) frequently co‐occur. However, the exact comorbidity rates differ largely between studies. Given that MD is characterised by high heterogeneity on the symptom level, differences in comorbidity rates may result from different mathematical subskills used to define MD. Comorbidity rates wit...
Article
Reading and spelling abilities are thought to be highly correlated during development, and orthographic knowledge is assumed to underpin both literacy skills. Interestingly, recent studies showed that reading and spelling skills can also dissociate. The current study investigated whether spelling skills (indicating orthographic knowledge) are assoc...
Article
Full-text available
Previous studies found a relationship between performance on statistical learning (SL) tasks and reading ability and developmental dyslexia. Thus, it has been suggested that the ability to implicitly learn patterns may be important for reading acquisition. Causal mechanisms behind this relationship are unclear: Although orthographic sensitivity to...
Article
Full-text available
An impairment in the visual attention span (VAS) has been suggested to hamper reading performance of individuals with dyslexia. It is not clear, however, if the very nature of the deficit is visual or verbal and, importantly, if it affects spelling skills as well. The current study investigated VAS by means of forced choice tasks with letters and s...
Data
Studies relying on oral report paradigms are listed in chronological order. (DOCX)
Data
Studies without oral report paradigms are listed in chronological order. (DOCX)
Article
Full-text available
Dissociations between reading and spelling problems are likely to be associated with different underlying cognitive deficits, and with different deficits in orthographic learning. In order to understand these differences, the current study examined orthographic learning using a printed-word learning paradigm. Children (4th grade) with isolated read...
Preprint
Full-text available
Developmental dyslexia (DD) is one of the most prevalent learning disorders among children and is characterized by deficits in different cognitive skills, including reading, spelling, short term memory and others. To help unravel the genetic basis of these skills, we conducted a Genome Wide Association Study (GWAS), including nine cohorts of readin...
Article
Full-text available
Findings on the neurophysiological correlates of developmental dyslexia are mixed, due to the differential conceptualization of the impairment. Studies differ on whether participants with developmental dyslexia are recruited based on reading skills only or reading as well as spelling skills. The current study contrasts the contribution of impaired...
Article
Full-text available
Objective: In consistent orthographies, isolated reading disorders (iRD) and isolated spelling disorders (iSD) are nearly as common as combined reading-spelling disorders (cRSD). However, the exact nature of the underlying word processing deficits in isolated versus combined literacy deficits are not well understood yet. Methods: We applied a ph...
Article
Full-text available
Dyslexia has been claimed to be causally related to deficits in visuo-spatial attention. In particular, inefficient shifting of visual attention during spatial cueing paradigms is assumed to be associated with problems in graphemic parsing during sublexical reading. The current study investigated visuo-spatial attention performance in an exogenous...
Article
Full-text available
Dyslexia in consistent orthographies like German is characterized by dysfluent reading, which is often assumed to result from failure to build up an orthographic lexicon and overreliance on decoding. However, earlier evidence indicates effects of lexical processing at least in some German dyslexic readers. We investigated variations in reading styl...
Article
Full-text available
The reading and spelling deficits characteristic of developmental dyslexia (dyslexia) have been related to problems in phonological processing and in learning associations between letters and speech-sounds. Even when children with dyslexia have learned the letters and their corresponding speech sounds, letter-speech sound associations might still b...
Conference Paper
There is prosperous research focusing on the white matter changes in developmental dyslexia, often considered as a specific condition where reading and spelling skills are significantly below average considering age and schooling levels. On the other side, only a few studies took a more fine-grained perspective, investigating the neuro-structural c...
Article
Children with preschool language difficulties are at high risk of literacy problems; however, the nature of the relationship between delayed language development and dyslexia is not understood. Three hundred eight Slovak and Czech children were recruited into three groups: family risk of dyslexia, speech/language difficulties and controls, and were...