Language and Education System
Dr. Ruth Görgen-Rein
Research Associate (on parental leave)
ruth.goergen-rein
mercator.uni-koeln.dePhone: 49 (0) 221-470 2022
Ruth Görgen-Rein holds a master’s degree in speech and language therapy (University of Munich). She has been working as a speech and language therapist with focus on diagnostics and therapy of speech and language disorders in monolingual and bilingual children (2014 - 2019). She also worked as a research associate at the Department of Child and Adolescent Psychiatry at the University Hospital LMU Munich in the field of dyslexia (2016 - 2020). In 2021, Ruth Görgen-Rein completed her PhD on online-based learning for children with dyslexia at the Faculty of Medicine at the University of Munich. Since April 2020, Ruth Görgen-Rein has been working as a research associate at the Mercator-Institute for Literacy and Language Education.
Research
Topics
- Typical and atypical development of speech and language in monolingual and bilingual children
- Typical and atypical development of reading and spelling
- Reading and spelling development in different orthographies
- (Online-based) diagnostic and treatment for children with spoken and written language disorders
Educational and professional career
Since 2020
Research associate at the Mercator Institute for Literacy and Language Education
Since 2018
PhD Study at the Faculty of Medicine at the University of Munich
2016 - 2020
Research associate at the Department of Child and Adolescent Psychiatry at the University Hospital LMU Munich
2014 - 2019
Speech and Language Therapist at PST-Praxis für Sprachtherapie in Munich
2014 - 2016
Diploma in Speech and Language Therapy (Master of Arts), University of Munich
2010 - 2014
Diploma in Speech and Language Therapy (Bachelor of Health), Hogeschool Zuyd, Heerlen (NL)
Publications
Rothe, J.*, Visser, L.*, Görgen, R., Kalmar, J., Schulte-Körne, G., Hasselhorn, M. (2022). Mobile First? Ein Vergleich von Lese-/Rechtschreibtests in traditionellem Papier-und-Bleistift-Format versus App-Format. Zeitschrift für Erziehungswissenschaften, 1-27. (peer-reviewed)
Görgen, R., De Simone, E., Schulte-Körne, G., Moll, K. (2021). Predictors of reading and spelling skills in German: the role of morphological awareness. Journal of Research in Reading, 1-18. (peer-reviewed)
Visser L., Linkersdörfer J., Rothe J., Görgen R., Hasselhorn M., Schulte-Körne G. (2020). The Role of ADHD Symptoms in the Relationship Between Academic Achievement and Psychopathological Symptoms. Research in Developmental Disabilities, 97, 1-11. (peer-reviewed)
Visser, L.*, Kalmar, J.*, Linkersdörfer, J.*, Görgen, R., Rothe, J., Hasselhorn, M., Schulte-Körne, G. (2020). Comorbidities between specific learning disorders and psychopathology in elementary school children in Germany. Frontiers in Psychiatry, 11(292), 1-12. (peer-reviewed)
Görgen, R., Huemer, S., Schulte-Körne, G., Moll, K. (2020). Evaluation of a digital game-based reading training for German children with reading disorder. Computers & Education, 150,1-14. (peer-reviewed)
Galuschka, K.*, Görgen, R.*, Kalmar, J., Haberstroh, S., Schmalz, X., Schulte-Körne, G. (2020). Effectiveness of spelling treatment approaches for learners with dyslexia – A meta-analysis and systematic review. Educational Psychologist, 55 (1),1-20. (peer-reviewed)
Görgen, R. (2017). Das Monitoring des Sprachverstehens - Ein Vergleich zwischen ein und mehrsprachigen Kindern. DLV-Aktuell, 1, 4-5.
*shared first authorship
