Anna Steenberg Gellert
Department of Nordic Studies and Linguistics
Emil Holms Kanal 2, 2300 København S, Building: 22.5.45
Research areas: Reading abilities, reading disabilities, dyslexia, vocabulary, second language acquisition, vocabulary instruction, testing, dynamic assessment.
1. Short-term and long-term effects of vocabulary intervention on the word knowledge and reading comprehension of fifth-graders with limited vocabulary
Gellert, A. S., Arnbak, E., Wischmann, S., & Elbro, C. (in press). Morphological intervention for students with limited vocabulary knowledge. Short- and long-term transfer effects. Reading Research Quarterly.
Gellert, A. S., & Arnbak, E. (in press). Predicting response to vocabulary intervention using dynamic assessment. Language, Speech, and Hearing Services in Schools.
2. Early identification of children at risk of reading disabilities
Gellert, A. S., & Elbro, C. (2018). Predicting reading disabilities using dynamic assessment of decoding before and after the onset of reading instruction: A longitudinal study from kindergarten through Grade 2. Annals of Dyslexia, 68(2), 126-144
Gellert, A. S. & Elbro, C. (2017). Try a little bit of teaching. A dynamic assessment of decoding as a kindergarten predictor of word reading difficulties at the end of Grade 1. Scientific Studies of Reading, 21(4), 277-291.
Gellert, A. S., & Elbro, C. (2017). Does a dynamic test of phonological awareness predict early reading difficulties? A longitudinal study from kindergarten through Grade 1. Journal of Learning Disabilities, 50(3), 227-237.
Elbro, C., Daugaard, H. T., & Gellert, A. S. (2012). Dyslexia in a second language? A dynamic test of reading acquisition may provide a fair answer. Annals of Dyslexia, 62(3), 172-185.
Primary fields of research
Reading development, Reading disabilities, dyslexia, vocabulary acquistion, second language learning, language testing, dynamic assessment