Language and Education System

Ruth Görgen

Research Associate

Phone: 49 (0) 221-470 2022

Ruth Görgen 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 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). Ruth Görgen is a PhD student at the Faculty of Medicine at the University of Munich focusing on the development and evaluation of diagnostic batteries and treatment programmes for children with dyslexia. Since April 2020, Ruth Görgen works as a research associate at the Mercator-Institute for Literacy and Language Education. 

Room

3.23 (3rd floor, Triforum)

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)

Research

  • 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

Publications

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)

Görgen, R., De Simone, E., Schulte-Körne, G., Moll, K. (under review). Predictors of reading and spelling skills in German: the role of morphological awareness. 

Rothe, J.*, Visser, L.*, Görgen, R., Kalmar, J., Schulte-Körne, G., Hasselhorn, M. (under review). Mobile First? Die Übertragbarkeit von Lese-/Rechtschreibtests auf mobile Apps. 

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