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PD Dr. Kristina Moll
Forschungsinteressen
• Neuro-kognitive Grundlagen von Lernstörungen (Lese-, Rechtschreib- und Rechenstörung)
• Komorbidität von Lernstörungen
• Typische und atypische Lese-, Rechtschreib- und Rechenentwicklung
• Lese- und Rechtschreibentwicklung in verschiedenen Orthographien
Akademischer Werdegang
| 1989 – 1992 | Ergotherapieausbildung (Deuserschule Ludwigshafen, Deutschland) |
| 1992 – 1999 | Ergotherapeutin: Orthopädische Kinderklinik (Aschau i. Chiemgau, Deutschland) |
| 1999 – 2004 | Diplomstudium (Mag.rer.nat.) der Psychologie (Paris Lodron Universität, Salzburg). Diplomarbeit unter Supervision von Prof. Heinz Wimmer mit dem Titel: „Symptomatik der Dyslexie im Erwachsenenalter in einer konsistenten Orthographie: Eine Fallstudie“ |
| 2004 – 2006 | Universitätslehrgang an der Universität Salzburg (4 Semester) Abschluss: Akademische Lese-Rechtschreib-Therapeutin. Psychologin: Neuropädiatrie (Behandlungszentrum Vogtareuth, Deutschland) |
| 2006 – 2009 | Doktoratsstudium (Dr.rer.nat.) der Psychologie (Paris Lodron Universität, Salzburg) in einem FWF-Projekt zum Thema Komorbidität von Lernstörungen Publikationsbasierte Dissertation unter Supervision von Prof. Karin Landerl mit dem Titel: “Assoziationen und Dissoziationen von Lernstörungen mit Fokus auf Störungen des Lesens und Rechtschreibens“ |
| 2009 – 2011 | Postdoctoral Fellow / Experienced Researcher in einem Marie-Curie finanzierten Europäischen Projekt (ELDEL: Enhancing Literacy Development in European Languages - http://www.eldel.eu) unter Supervision von Prof. Margaret Snowling und Prof. Charles Hulme (University of York, UK) |
| 2011 – 2012 | Postdoc in einem Interventionsprojekt (Language4Reading project: Nuffield Foundation) unter Leitung von Prof. Margaret Snowling und Prof. Charles Hulme (Department of Psychology, University of York, UK) |
| 2012 | Auszeichnung der Doktorarbeit durch die “Österreichische Gesellschaft für Psychologie – ÖGP“ |
| 2012 – 2013 | Universitätsassistentin mit Doktorat in der Forschungsgruppe von Prof. Karin Landerl, Institut für Psychologie, Entwicklungspsychologie, Universität Graz |
| Seit Feb 2013 | Forschungsstelle mit Doktorat in der Forschungsgruppe von Prof. Gerd Schulte-Körne, Klinik und Poliklinik für Kinder- und Jugendpsychiatrie, Psychosomatik und Psychotherapie, Ludwig-Maximilians Universität München |
| 2017 | Habilitation im Fach Psychologie, Universität Graz |
| 2017 – 2018 | Weiterbildung Notfallpsychologie und Zertifizierung als Notfallpsychologin (BDP) |
Publikationen
Zeitschriftenartikel
C. Banfi, K. Koschutnig, K. Moll, G. Schulte-Körne, A. Fink, K. Landerl (2021). Reading-related functional activity in children with isolated spelling deficits and dyslexia. Language, Cognition and Neuroscience, 36:5, 543-561. doi.org/10.1080/23273798.2020.1859569R. Görgen, E. De Simone, G. Schulte-Körne, K. Moll (2021). Predictors of reading and spelling skills in German: The role of morphological awareness. Journal of Research in Reading DOI:10.1111/1467-9817.12343
D. Endlich, T. Richter, P. Marx, W. Lenhard, K. Moll, B. Witzel, G. Schulte-Körne (2021). Spelling Error Detection: A Valid and Economical Task for Assessing Spelling Skills in Elementary School Children. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie
M. Snowling, K. Moll, C. Hulme (2021). Language difficulties are a shared risk factor for both reading and mathematics disorder. Journal of Experimental Child Psychology, 202 doi.org/10.1016/j.jecp.2020.105009
C. Banfi, K. Koschutnig, K. Moll, G. Schulte-Körne, A. Fink, K. Landerl (2020). Reading-related functional activity in children with isolated spelling deficits and dyslexia. Language, Cognition and Neuroscience, 1-19. doi.org/10.1080/23273798.2020.1859569
R. Görgen, E. De Simone, G. Schulte-Körne, K. Moll (2020). Predictors of reading and spelling skills in German: the role of morphological awareness. Journal of Research in Reading, 44 (1), 210-227.
S. Brem, U. Maurer, M. Kronbichler, M. Schurz, F. Richlan, V. Blau, J. Reithler, S. van der Mark, E. Schulz, K. Bucher, K. Moll, K. Landerl, E. Martin, R. Goebel, G. Schulte-Körne, L. Blomert, H. Wimmer, D. Brandeis (2020). Visual word form processing deficits driven by severity of reading impairments in children with developmental dyslexia. Scientific Reports, 10, 18728. doi.org/10.1038/s41598-020-75111-8
A. Gialluisi, T. F. M. Andlauer, N. Mirza-Schreiber, K. Moll, J. Becker, P. Hoffmann, G. Schulte-Körne (2020). Genome Wide Association Study reveals new insights into the heritability and genetic correlates of developmental dyslexia. Molecular Psychiatry, 1-14. doi.org/10.1038/s41380-020-00898-x
H. Mehlhase, S. Bakos, J. Bartling, G. Schulte-Körne, K. Moll (2020). Word processing deficits in children with isolated and combined reading and spelling deficits: an ERP-Study. Brain Research doi.org/10.1016/j.brainres.2020.146811
R. Görgen, S. Huemer, G. Schulte-Körne, K. Moll (2020). Evaluation of a digital game-based reading training for German children with reading disorder. Computers & Education, 150 doi.org/10.1016/j.compedu.2020.103834
H. Korpipää, K. Moll, K. Aunola, A. Tolvanen, T. Koponen, M. Aro, M. K. Lerkkanen (2020). Early cognitive profiles predicting reading and arithmetic skills in grades 1 and 7. Contemporary Educational Psychology, 60, 1018-1030.
K. Moll, M. Snowling, C. Hulme (2020). Introduction to the Special Issue "Comorbidities between Reading Disorders and Other Developmental Disorders" . Scientific Studies of Reading
K. Moll, M. Snowling, C. Hulme (2020). Comorbidities between Reading Disorders and Other Developmental Disorders [Special issue] . Scientific Studies of Reading
S. Bakos, H. Mehlhase, K. Landerl, J. Bartling, G. Schulte-Körne, K. Moll (2020). Naming processes in reading and spelling disorders: an electrophysiological investigation. Child Neuropsychology, 131, 351-360.
K. Moll, M. Gangl, C. Banfi, G. Schulte-Körne, K. Landerl (2020). Stability of deficits in reading fluency and/or spelling. Scientific Studies of Reading, 24 (3), 241-251. doi.org/10.1080/10888438.2019.1659277
C. Egan, G. M. Oppenheim, C. Saville, K. Moll, M. W. Jones (2019). Bilinguals apply language-specific grain sizes during sentence reading. Cognition, 193, 104018.
A. Gialluisi, T. F. M. Andlauer, N. Mirza-Schreiber, K. Moll, J. Becker, P. Hoffmann, K. U. Ludwig, D. Czamara, B. St Pourcain, W. Brandler, F. Honbolygó, D. Tóth, V. Csépe, G. Huguet, A. Morris, J. Huslander, E. G. Willcut, J. C. DeFries, R. K. Olson, S. D. Smith, B. F. Pennington, A. Vaessen, U. Maurer, H. Lyytinen, M. Peyrard-Janvid, P. Leppänen, D. Brandeis, M. Bonte, J. F. Stein, J. B. Talcott, F. Fauchereau, A. Wilcke, C. Francks, T. Bourgeron, A. P. Monaco, F. Ramus, K. Landerl, J. Kere, T. S. Scerri, S. Paracchini, S. E. Fisher, J. Schumacher, M. M. Nöthen, B. Müller-Myhsok, G. Schulte-Körne (2019). Genome-wide association scan identifies new variants associated with a cognitive predictor of dyslexia . Translational Psychiatry, 9, 77. doi.org/10.1038/s41398-019-0402-0
C. Banfi, K. Koschutnig, K. Moll, G. Schulte-Körne, A. Fink, K. Landerl (2019). White matter alterations and tract lateralization in children with dyslexia and isolated spelling deficits. Human Brain Mapping, 40 (3), 765-776. doi.org/10.1002/hbm.24410
X. Schmalz, K. Moll, C. Mulatti, G. Schulte-Körne (2019). Is statistical learning related to reading ability, and if so, why?. Scientific Studies of Reading, 23 (1), 64-76.
K. Moll, K. Landerl, M. Snowling, G. Schulte-Körne (2019). Understanding comorbidity of learning disorders: Task-dependent estimates of prevalence. Journal of Child Psychology and Psychiatry, 60 (3), 286-294.
H. Mehlhase, S. Bakos, K. Landerl, G. Schulte-Körne, K. Moll (2019). Orthographic learning in children with isolated and combined reading and spelling deficits. Child Neuropsychology, 25 (3), 370-393.
S. Huemer, K. Moll, G. Schulte-Körne (2018). Onlinebasierte Leseförderung für Grundschüler: Das Konzept "Meister Cody–Namagi". Lernen und Lernstörungen, 7, 247-252.
F. Kemény, M. Gangl, C. Banfi, S. Bakos, C. M. Perchtold, I. Papousek, K. Moll, K. Landerl (2018). Deficient Letter-Speech Sound Integration Is Associated With Deficits in Reading but Not Spelling. Frontiers in Human Neuroscience doi.org/10.3389/fnhum.2018.00449
F. Kemény, C. Banfi, M. Gangl, C. M. Perchtold, I. Papousek, K. Moll, K. Landerl (2018). Print-, sublexical and lexical processing in children with reading and/or spelling deficits: An ERP study. International Journal of Psychophysiology, 130, 53-62.
M. Gangl, K. Moll, C. Banfi, S. Huber, G. Schulte-Körne, K. Landerl (2018). Reading Strategies of Good and Poor Readers of German with Different Spelling Abilities. Journal of Experimental Child Psychology, 174, 150-169.
C. Banfi, F. Kemény, M. Gangl, G. Schulte-Körne, K. Moll, K. Landerl (2018). Visual attention span performance in German-speaking children with differential reading and spelling profiles: no evidence of group differences. PLOS one, 13 (6), e0198903.
S. Bakos, K. Landerl, J. Bartling, G. Schulte-Körne, K. Moll (2018). Neurophysiological correlates of word processing deficits in isolated reading and isolated spelling disorders. Clinical Neurophysiology, 129 (3), 526-540.
M. Gangl, K. Moll, M. Jones, K. Landerl (2018). Lexical Reading in Dysfluent Readers of German. Scientific Studies of Reading, 22 (1), 24-40.
N. Karbalai, D. Czamara, K. Moll, F. Ramus, R. Malik, T. S. Scerri, J. Schumacher, A. Morris, T. Bourgeron, A. P. Monaco, S. Paracchini, S. E. Fisher, M. M. Nöthen, G. Schulte-Körne, B. Müller-Myhsok (2017). Identification of genetic interactions involved in dyslexia pathogenesis. European Neuropsychopharmacology, 27 (2), 183-184.
C. Banfi, F. Kemény, M. Gangl, G. Schulte-Körne, K. Moll, K. Landerl (2017). Visuo-spatial cueing in children with differential reading and spelling profiles. PLOS one, 12 (7) e0180358
S. Bakos, K. Landerl, J. Bartling, G. Schulte-Körne, K. Moll (2017). Deficits in Letter-Speech Sound Associations but Intact Visual Conflict Processing in Dyslexia: Results from a Novel ERP-Paradigm. Frontiers in Human Neuroscience published: 09 March 2017; doi: 10.3389/fnhum.2017.00116
K. Moll, P. Thompson, M. Mikulajova, Z. Jagercikova, H. Franke, A. Kucharska, C. Hulme, M. Snowling (2017). Precursors of Reading Difficulties in Czech and Slovak children at-risk of dyslexia. Dyslexia, 22, 120-136.
J. Raddatz, J.-T. Kuhn, H. Holling, K. Moll, C. Dobel (2017). Comorbidity of Arithmetic and Reading Disorder: Basic Number Processing and Calculation in Children with Learning Impairments. Journal of Learning Disabilities, 50 (3), 298-308.
A. Rau, K. Moll, K. Moeller, S. Huber, M. Snowling, K. Landerl (2016). Same, same but different: Word and sentence reading in German and English. Scientific Studies of Reading, 20 (3), 203-219. Published online: 06 Feb 2016; DOI:10.1080/10888438.2015.1136913
K. Moll, S. Hasko, K. Groth, J. Bartling, G. Schulte-Körne (2016). Letter-sound processing deficits in children with developmental dyslexia: an ERP study. Clinical Neurophysiology, 127 (4), 1989-2000.
I. Koerte, A. Willems, M. Muehlmann, K. Moll, S. A. Cornell, S. Pixner, D. Steffinger, D. Keeser, F. Heinen, M. Kubicki, M. E. Shenton, B. Ertl-Wagner, G. Schulte-Körne (2016). Mathematical Abilities in Dyslexic Children: A Diffusion Tensor Imaging Study. Brain Imaging and Behavior, 10 (3), 781-791. doi:10.1007/s11682-015-9436-y
M. Jones, M. Snowling, K. Moll (2016). What automaticity deficit? Activation of lexical information by readers with dyslexia in a RAN-Stroop task. Journal of Experimental Psychology: Learning, Memory, and Cognition, 42 (3), 465-474.
K. A. Pettigrew, S. F. Fajutrao, K. Moll, K. Northstone, S. Ring, C. Pennel, C. Wang, R. Leavett, M. E. Hayiou-Thomas, P. Thompson, N. H. Simpson, S. E. Fisher, SLI Consortium, A. J. Whitehouse, M. Snowling, D. F. Newbury, S. Paracchini (2015). Lack of replication for the myosin-18B association with mathematical ability in independent cohorts. Genes, Brain, and Behavior, 14, 369-376.
K. Moll, S. Göbel, M. Snowling, C. Hulme (2015). Early language and executive skills predict variations in number and arithmetic skills in children at family-risk of dyslexia and typically developing controls. Journal of Learning and Instruction, 38, 53-62.
A. Rau, K. Moll, M. Snowling, K. Landerl (2015). Effects of Orthographic Consistency on Eye Movement Behavior: German and English Children and Adults Process the Same Words Differently. Journal of Experimental Child Psychology, 130, 92-105.
K. Moll, S. Göbel, M. Snowling (2015). Basic Number Processing in Children with Specific Learning Disorders: Co-morbidity of Reading and Mathematics Disorders. Child Neuropsychology, 21, 399-417. doi 10.1080/09297049.2014.899570
K. Moll, S. Göbel, D. Gooch, K. Landerl, M. Snowling (2014). Cognitive Risk Factors for Specific Learning Disorder: processing speed, temporal processing and working memory. Journal of Learning Disabilities, 49, 272-281.
K. Moll, J. Bruder, S. Kunze, N. Neuhoff, G. Schulte-Körne (2014). Specific learning disorder: prevalence and gender differences. PLOS one, 9 (7), e103537. DOI: 10.1371/journal.pone.0103537
K. Moll, F. Ramus, J. Bartling, J. Bruder, S. Kunze, N. Neuhoff, S. Streiftau, H. Lyytinen, P. Leppänen, K. Lohvansuu, D. Tóth, F. Honbolygó, V. Csépe, C. Bogliotti, S. Iannuzzi, J.-F. Démonet, E. Longeras, S. Valdois, F. George, I. Soares-Boucaud, M.-F. Le Heuzey, C. Billard, M. C. O Donovan, G. Hill, J. Williams, D. Brandeis, U. Maurer, E. Schulz, S. van der Mark, B. Müller-Myhsok, G. Schulte-Körne, K. Landerl (2014). Cognitive mechanisms underlying reading and spelling development in five European orthographies. Learning and Instruction, 29, 65-77.
K. Moll, M. Jones (2013). Naming fluency in dyslexic and non-dyslexic readers: Differential effects of visual crowding in foveal, parafoveal and peripheral vision. The Quarterly Journal of Experimental Psychology, 66, 2085-2091.
D. Sasanguie, S. Göbel, K. Moll, K. Smets, B. Reynvoet (2013). Approximate number sense, symbolic number processing or number-space mappings: what underlies mathematics achievement? . Journal of Experimental Child Psychology, 114, 418-431.
K. Moll, A. Loff, M. Snowling (2013). Cognitive endophenotypes of dyslexia. Scientific Studies of Reading, 00, 1-13.
K. Moll, C. Hulme, S. Nag, M. Snowling (2013). Sentence repetition as a marker of language skills in children with dyslexia. Applied Psycholinguistics doi:10.1017/S0142716413000
K. Landerl, S. Göbel, K. Moll (2013). Core deficit and individual manifestations of developmental dyscalculia (DD): the role of comorbidity. Trends in Neuroscience and Education, 2, 38-42.
K. U. Ludwig, P. Sämann, M. Alexander, J. Becker, J. Bruder, K. Moll, D. Spieler, M. Czisch, A. Warnke, S. J. Docherty, O. S. P. Davis, R. Plomin, M. M. Nöthen, K. Landerl, B. Müller-Myhsok, P. Hoffmann, J. Schumacher, G. Schulte-Körne, D. Czamara (2013). A common variant in Myosin-18B contributes to mathematical abilities in children with dyslexia and intraparietal sulcus variability in adults. Translational Psychiatry, 38, e229. doi:10.1038/tp.2012.148;
K. Landerl, F. Ramus, K. Moll, H. Lyytinen, P. Leppänen, K. Lohvansuu, M. C. O Donovan, G. Hill, J. Williams, J. Bartling, J. Bruder, S. Kunze, N. Neuhoff, S. Streiftau, D. Tóth, F. Honbolygó, V. Csépe, C. Bogliotti, S. Iannuzzi, Y. Chaix, J.-F. Démonet, E. Longeras, S. Valdois, C. Chabernaud, F. Delteil-Pinton, C. Billard, F. George, J. C. Ziegler, I. Comte-Gervais, I. Soares-Boucaud, C.L. Gerard, L. Blomert, A. Vaessen, P. Gerretsen, M. Ekkebus, D. Brandeis, U. Maurer, E. Schulz, S. van der Mark, B. Müller-Myhsok, G. Schulte-Körne (2013). Predictors of developmental dyslexia in European orthographies with varying complexity. Journal of Child Psychology and Psychiatry, 54, 686-694.
K. Moll, R. Wallner, K. Landerl (2012). Kognitive Korrelate der Lese-, Leserechtschreib- und der Rechtschreibstörung. Lernen und Lernstörungen, 1, 3-15.
J. Becker, D. Czamara, P. Hoffmann, K. Landerl, L. Blomert, D. Brandeis, A. Vaessen, U. Maurer, K. Moll, K. U. Ludwig, B. Müller-Myhsok, M. M. Nöthen, G. Schulte-Körne, J. Schumacher (2012). Evidence for the involvement of ZNF804A in cognitive processes of relevance to reading and spelling.. Translational Psychiatry, 2, e136. doi: 10.1038/tp.2012.62.
K. Landerl, K. Moll (2010). Comorbidity of Specific Learning Disorders: Prevalence and Familial Transmission. Journal of Child Psychology and Psychiatry, 51, 287-294.
K. Moll, K. Landerl (2009). Double dissociation between reading and spelling deficits. Scientific Studies of Reading, 13, 359-382.
K. Moll, B. Fussenegger, E. Willburger, K. Landerl (2009). RAN is not a measure of orthographic processing. Evidence from the asymmetric German orthography. Scientific Studies of Reading, 13, 1-25.
K. Landerl, B. Fussenegger, K. Moll, E. Willburger (2009). Dyslexia and dyscalculia: Two learning disorders with different cognitive profiles. Journal of Experimental Child Psychology, 103, 309-324.
E. Willburger, B. Fussenegger, K. Moll, G. Wood, K. Landerl (2008). Naming speed in dyslexia and dyscalculia. Learning and Individual Differences, 18, 224-236.
K. Moll, F. Hutzler, H. Wimmer (2005). Developmental dyslexia in a regular orthography: A single case study. Neurocase, 11, 433-440.
Bücher
C. Hulme, S. Brigstocke, K. Moll. Test of Basic Arithmetic and Number Skills (TOBANS) Oxford University Press, 2016, ISBN 0198367082, 9780198367086K. Moll, K. Landerl. SLRT-II: Lese- und Rechtschreibtest Verlag Hams Huber, Bern
Buchbeiträge
K. Landerl, K. Moll (2014). Dissoziationen zwischen Störungen des Lesens und Störungen des Rechtschreibens in G. Schulte-Körne & G. Thomé (Hrsg.), LRS-Legasthenie: interdisziplinär. Oldenburg: Institut für sprachliche Bildung - VerlagK. Moll, K. Landerl (2011). Lesedefizite und Rechtschreibdefizite – zwei Seiten derselben Medaille In G. Schulte-Körne (Hrsg.), Legasthenie und Dyskalkulie: Stärken erkennen – Stärken fördern (S. 11-24). Bochum: Winkler.
K. Moll, K. Landerl (2011). Assoziationen und Dissoziationen von Störungen des Lesen und Rechtschreibens In S. Hanne, t. Fritzsche, S. Ott & A. Adelt (Hrsg.), Spektrum Patholinguistik 4 (S. 47-74). Potsdam: Universitätsverlag Potsdam.
K. Moll, K. Landerl, W. Kain (2008). Der Rechtschreibteil des SLRT In W. Schneider, H. Marx, & M. Hasselhorn (Hrsg.), Tests und Trends: Diagnostik von Rechtschreibleistungen und -kompetenz (S. 129-143). Göttingen: Hogrefe.
L. Kaufmann, K. Moeller, K. Moll, M. Salandin, N. Pastore, K. Landerl (2008). Normenvergleich der beiden Sprachversionen der BVN/NPS5-11 In L. Kaufmann, K. Landerl, M. Mazzoldi, K. Moeller, N. Pastore, & M. Salandin (Hrsg.), BVN/NPS 5-11. Neuropsychologisches Screening für 5-11 Jährige. Gardolo: Erickson.
