Janin Brandenburg

发表

Developmental Trajectories of Phonological Information Processing in Upper Elementary Students With Reading or Spelling Disabilities

M. Hasselhorn, G. Büttner, C. Schmidt, 2020 .

Exploring factors underlying children's acquisition and retrieval of sound-symbol association skills.

M. Hasselhorn, Arne Lervåg, Jan Lonnemann, 2019, Journal of experimental child psychology.

Working Memory in Children With Learning Disabilities in Reading Versus Spelling

M. Hasselhorn, G. Büttner, K. Schuchardt, 2015, Journal of learning disabilities.

Examining the contribution of RAN components to reading fluency, reading comprehension, and spelling in German

George K. Georgiou, M. Hasselhorn, G. Georgiou, 2021, Reading and Writing.

Phonological Processing in Children With Specific Reading Disorder Versus Typical Learners: Factor Structure and Measurement Invariance in a Transparent Orthography

M. Hasselhorn, G. Büttner, K. Schuchardt, 2017 .

Are Different Types of Learning Disorder Associated With Distinct Cognitive Functioning Profiles?

M. Hasselhorn, L. Visser, Janin Brandenburg, 2021, Frontiers in Psychology.

Development of Working Memory from Grade 3 to 5: Differences between Children With and Without Mathematical Learning Difficulties

M. Hasselhorn, G. Büttner, K. Schuchardt, 2018 .

Working memory functioning in children with poor mathematical skills. Relationships to IQ-achievement discrepancy and additional reading and spelling difficulties

M. Hasselhorn, G. Büttner, Janin Brandenburg, 2015 .

Overidentification of learning disorders among language-minority students. Implications for the standardization of school achievement tests

M. Hasselhorn, A. S. Labuhn, J. Schmid, 2016 .

Measurement Invariance in Relation to First Language: An Evaluation of German Reading and Spelling Tests

M. Timmerman, M. Hasselhorn, L. Visser, 2023, Applied Measurement in Education.