PD Dr. Kristina Moll

2024

Carroll, J.M., Holden, C., Kirby, P., Thompson, P.A., Snowling, M.J., & the Dyslexia Delphi Panel (2024). Towards a consensus on dyslexia: Findings from a Delphi study. Open Science Framework, https://osf.io/preprints/osf/tb8mp.

De Simone, E., Moll, K., & Beyersmann, E. (2024). Cross-Linguistic Differences in Morphological Processing: Evidence from English and Italian. Scientific Studies of Reading, https://doi.org/10.1080/10888438.2024.241310. 

Holden, C., Kirby, P., Snowling, M.J., Thompson, P.A., Carroll, J.M., & the Dyslexia Delphi Panel (2024). Towards a consensus for dyslexia practice: Findings of a Delphi study on assessment and identification. Open Science Framework, https://osf.io/preprints/edarxiv/g7m8n.

Kißler, C., Sartor, T., Vanauer, C., Schulz, A-K., Witzel, B., Moll, K., Schulte-Körne, G., & Kuhn, J-T. (2024). Appbasierte Förderansätze für Kinder mit Lernstörungen: Chancen und Herausforderungen aus der Angehörigenperspektive. Lernen und Lernstörungen, 13(1).

Moll, K. (2024). Editorial: Thinking outside the box – enhancing causal models of neurodevelopmental disorders. Journal of Child Psychology and Psychiatry, 65(3), 257-259.

Rothe, J., Darcourt, A., Moll, K., Schulte-Körne, G., & Schmalz, X. (2024). Mediation in the relation of orthographic processing on the lexical and sublexical level with reading and spelling skills. A large cross-sectional study in elementary school children in Germany. Scientific Studies of Reading, 1-19.

Sigmund, J.L., Mehlhase, H., Schulte-Körne, G., & Moll, K. (2024). Early cognitive predictors of spelling and reading in German-speaking children. Frontiers in Education, 9, 1378313.

Weinreich, L., Metz, G., Witzel, B., Hermansson, O., Dümig, P., Schulte-Körne, G., & Moll, K. (2024). Evaluating a German learning disorders platform using the RE-AIM framework. Heliyon.

Witzel, B., Görgen-Rein, R., Galuschka, K., Huemer, S., Carvacho del Toro, I., Schulte-Körne, G., Moll, K. (2024). Digital game-based spelling intervention for children with spelling deficits: a randomized controlled trial. Learning and Instruction, 89, 101842.

2023

De Simone, E., Moll, K., Feldmann, L., Schmalz, X., & Beyersmann, E. (2023). The role of syllables and morphemes in silent reading: An eye-tracking study. Quarterly Journal of Experimental Psychology,  17470218231160638.

Viesel-Nordmeyer, N., Reuber, J., Kuhn, J-T., Moll, K., Holling, H., & Dobel, C. (2023). Cognitive profiles of children with isolated and comorbid learning difficulties in reading and math: A meta-analysis. Educational Psychology Review, 35(1), 34.

Weinreich, L., Haberstroh, S., Schulte-Körne, G., & Moll, K. (2023). The relationship between bullying, learning disorders and psychiatric comorbidity. BMC Psychiatry, 23:116.

2022

Abbondanza, F., Dale, P., Wang, C. A., Hayiou-Thomas, M. E., Toseeb, U., Koomar, T. S., ... & Paracchini, S. (2022). Non-right handedness is associated with language and reading impairments. Child Development.

Doust, C., Fontanillas, P., Eising, E. et al. (2022). Discovery of 42 genome-wide significant loci associated with dyslexia. Nature Genetics, 54, 1621–1629. https://doi.org/10.1038/s41588-022-01192-y

Moll, K., Georgii, B. J., Tunder, R., & Schulte-Körne, G. (2022). Economic Evaluation of Dyslexia Intervention. Dyslexia. https://doi.org/10.1002/dys.1728

Price, K.M., Wigg, K.G., Eising, E., Feng, Y., Blokland, K., Wilkinson, M. …& Cathy L. Barr, C.L. (2022). Hypothesis-Driven Genome-Wide Association Studies provide Novel Insights into Genetics of Reading Disabilities. Translational Psychiatry. 29,12(1), 495. https://doi/org/10.1038/s41398-022-02250-z

Schmalz, X., Mulatti, C., Schulte-Körne, G., & Moll, K. (2022). Effects of complexity and unpredictability on the learning of an artificial orthography. Cortex, 152, 1-20.

2021

Banfi, C., Koschutnig, K., Moll, K., Schulte-Körne, G., Fink, A., & Landerl, K. (2021). Reading-related functional activity in children with isolated spelling deficits and dyslexia. Language, Cognition and Neuroscience, 36(5), 543-561.

Eising, E., Mirza-Schreiber, N., de Zeeuw, E. L., Wang, C. A., Truong, D. T., Allegrini, A. G., ... & Fisher, S. E. (2021). Genome-wide association analyses of individual differences in quantitatively assessed reading-and language-related skills in up to 34,000 people. bioRxiv preprint: https://doi.org/10.1101/2021.11.04.466897

Endlich, D., Richter, T., Marx, P., Lenhard, W., Moll, K., Witzel, B., & Schulte-Körne, G. (2021). Spelling Error Detection: A Valid and Economical Task for Assessing Spelling Skills in Elementary School Children. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie

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, 44(1), 210-227.

Moll, K., De Luca, M., Landerl, K., Banfi, C., & Zoccolotti, P. (2021). Editorial: Interpreting the Comorbidity of Learning Disorders. Frontiers in Human Neuroscience, 15, 767. doi:10.3389/fnhum.2021.811101   

Schmalz, X., Schulte-Körne, G., de Simone, E., & Moll, K. (2021). What Do Artificial Orthography Learning Tasks Actually Measure? Correlations Within and Across Tasks. Journal of Cognition, 4(1).

Snowling, M., Moll, K., & Hulme, C. (2021). Language difficulties are a shared risk factor for both reading and mathematics disorder. Journal of Experimental Child Psychology, 202, 105009.

2020

Bakos, S., Mehlhase, H., Landerl, K., Bartling, J., Schulte-Körne, G., & Moll, K. (2020). Naming processes in reading and spelling disorders: an electrophysiological investigation. Clinical Neurophysiology, 131(2), 351-360.

Brem S.*, Maurer U.*, Kronbichler M., Schurz M., Richlan F., Blau V., Reithler J., van der Mark S., Schulz E., Bucher K., Moll, K., Landerl K., Martin E., Goebel R., Schulte-Körne, G., Blomert L., Wimmer H., Brandeis, D. (2020). Visual word form processing deficits driven by severity of reading impairments in children with developmental dyslexia. Scientific Reports, 10(1), 1-14.

Gialluisi, A., Andlauer, T. F. M., Mirza-Schreiber, N., Moll, K., Becker, J., Hoffmann, P., ... & Schulte-Körne, G. (2020). Genome Wide Association Study reveals new insights into the heritability and genetic correlates of developmental dyslexia. Molecular Psychiatry, 1-14.

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, 103834.

Korpipää, H., Moll, K., Aunola, K., Tolvanen, A., Koponen, T., Aro, M., & Lerkkanen, M. K. (2020). Early cognitive profiles predicting reading and arithmetic skills in grades 1 and 7. Contemporary Educational Psychology, 60, 101830.

Mehlhase, H., Bakos, S., Bartling, J., Schulte-Körne, G., & Moll, K. (2020). Word processing deficits in children with isolated and combined reading and spelling deficits: an ERP-Study. Brain Research, 1738, 146811.

Moll, K., Gangl, M., Banfi, C., Schulte-Körne, G., & Landerl, K. (2020). Stability of Deficits in Reading Fluency and/or Spelling. Scientific Studies of Reading, 24(3), 241-251.

Moll, K., Snowling, M. J., & Hulme, C. (2020). Introduction to the Special Issue “Comorbidities between Reading Disorders and Other Developmental Disorders”. Scientific Studies of Reading.

2019

Banfi, C., Koschutnig, K., Moll, K., Schulte-Körne, G., Fink, A., & Landerl, K. (2019). White matter alterations and tract lateralization in children with dyslexia and isolated spelling deficits. Human Brain Mapping, 40(3), 765-776.

Egan, C., Oppenheim, G. M., Saville, C., Moll, K., & Jones, M. W. (2019). Bilinguals apply language-specific grain sizes during sentence reading. Cognition, 193, 104018.

Gialluisi, A., Andlauer, T., Mirza-Schreiber, N., Moll, K., Hofmann, P., Ludwig, K.,..., Schumacher, J.*, Müller-Myhsok, B.*, Schulte-Körne, G.*, (2019). Genome Wide Association Scan identifies new variants associated with a cognitive predictor of dyslexia. Translational Psychiatry, 9, 77.

Mehlhase, H., Bakos, S., Landerl, K., Schulte-Körne, G., & Moll, K. (2019). Orthographic learning in children with isolated and combined reading and spelling deficits. Child Neuropsychology,25(3), 370-393.

Moll, K., Landerl, K., Snowling, J.M., & Schulte-Körne, G. (2019). Understanding comorbidity of learning disorders: Task-dependent estimates of prevalence. Journal of Child Psychology and Psychiatry, 60(3), 286-294.

Schmalz, X., Moll, K., Mulatti, C., & Schulte-Körne, G. (2019). Is statistical learning related to reading ability, and if so, why? Scientific Studies of Reading, 23(1), 64-76.

2018

Bakos, S., Landerl, K., Bartling, J., Schulte-Körne, G., & Moll, K. (2018). Neurophysiological correlates of word processing deficits in isolated reading and isolated spelling disorders. Clinical Neurophysiology, 129(3), 526-540.

Banfi, C., Kemény, F., Gangl, M., Schulte-Körne, G., Moll, K., & Landerl, K. (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.

Gangl, M., Moll, K., Banfi, C., Huber, S., Schulte-Körne, G., & Landerl, K. (2018). Reading Strategies of Good and Poor Readers of German with Different Spelling Abilities. Journal of Experimental Child Psychology, 174, 150-169. 

Gangl, M., Moll, K., Jones, M.W., Banfi, C., Schulte-Körne, G., & Landerl, K. (2018). Lexical reading in dysfluent readers of German. Scientific Studies of Reading, 22(1), 24-40.

Huemer, S., Moll, K., & Schulte-Körne, G. (2018). Onlinebasierte Leseförderung für Grundschüler: Das Konzept „Meister Cody–Namagi “. Lernen und Lernstörungen, 7, 247-252.

Kemény, F., F., Banfi, C., Gangl, M., Perchtold, C.M., Papousek, I., Moll, K., & Landerl, K. (2018). Print-, sublexical and lexical processing in children with reading and/or spelling deficits: An ERP study. International Journal of Psychophysiology, 130, 53-62.

Kemény, F., Gangl, M., Banfi, C., Bakos, S., Perchtold, C. M., Papousek, I., Moll, K., & Landerl, K. (2018). Deficient letter-speech sound integration is associated with deficits in reading but not spelling. Frontiers in Human Neuroscience, 12, 449. https://doi.org/10.3389/fnhum.2018.00449

2017

Bakos, S., Landerl, K., Bartling, J., Schulte-Körne, G., & Moll, K. (2017). Deficits in Letter-Speech Sound Associations but Intact Visual Conflict Processing in Dyslexia: Results from a Novel ERP-Paradigm. Frontiers in Human Neuroscience, doi: 10.3389/fnhum.2017.00116

Banfi, C., Kemény, F., F., Gangl, M., Schulte-Körne, G., Moll, K., & Landerl, K. (2017). Visuo-spatial cueing in children with differential reading and spelling profiles. PLOS ONE, 12(7), e0180358.

Karbalai, N., Czamara, D., Moll, K., Ramus, F., Malik, R., Scerri, T. S., ... & Paracchini, S. (2017). Identification of genetic interactions involved in dyslexia pathogenesis. European Neuropsychopharmacology, 27(2), 183-184.

2016

Jones, M., Snowling, M.J., & Moll, K. (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, 465-474.

Moll, K.*, Hasko, S.*, Groth, K., Bartling,J., & Schulte-Körne, G. (2016). Letter-sound processing deficits in children with developmental dyslexia: An ERP-study. Clinical Neurophysiology, 127, 1989-2000.

Moll, K.*, Thompson, P.*, Mikulajova, M., Jagercikova, Z., Franke, H. Kucharska, A., Hulme, C. & Snowling, M.J. (2016). Precursors of Reading Difficulties in Czech and Slovak children at-risk of dyslexia. Dyslexia, 22, 120-136.

Raddatz, J., Kuhn, J.-T., Holling, H., Moll, K., & Dobel, C. (2016). Comorbidity of Arithmetic and Reading Disorder: Basic Number Processing and Calculation in Children with Learning Impairments. Journal of Learning Disabilities, 50, 298-308.

Rau, A.K., Moll, K., Moeller, K., Huber, S., Snowling, M.J., & Landerl, K. (2016). Same, same but different: Word and sentence reading in German and English. Scientific Studies of Reading, 20(3), 203-219.

2015

Koerte, I.K.*, Willems, A.*, Muehlmann, M., Moll, K., Cornell, S., Pixner, S.,…Schulte-Körne, G. (2015). Mathematical Abilities in Dyslexic Children: A Diffusion Tensor Imaging Study. Brain Imaging and Behavior,10(3), 781-791.

Moll, K., Göbel, S.M., & Snowling, M.J. (2015). Basic Number Processing in Children with Specific Learning Disorders: Co-morbidity of Reading and Mathematics Disorders. Child Neuropsychology, 21, 399-417.

Moll, K., Snowling, M.J., Göbel, S.M., & Hulme, C. (2015). Early language and executive skills predict variations in number and arithmetic skills in children at family-risk of dyslexia and typically developing controls. Learning and Instruction, 38, 53-62.

Pettigrew, K. A., Fajutrao Valles, S. F., Moll, K., Northstone, K., Ring, S., Pennell, C., ... & Paracchini, S. (2015). Lack of replication for the myosin‐18B association with mathematical ability in independent cohorts. Genes, Brain and Behavior, 14(4), 369-376.

Rau, A.K., Moll, K., Snowling, M.J., & Landerl, K. (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.

2005-2014

Becker, J., Czamara, D., Hoffmann, P., Landerl, K., Blomert, L., Brandeis, D.,…, Moll, K, …., Schumacher, J. (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.

Landerl, K., Göbel, S., & Moll, K. (2013). Core deficit and individual manifestations of developmental dyscalculia (DD): the role of comorbidity. Trends in Neuroscience and Education, 2, 38-42.

Landerl, K., Fussenegger, B., Moll, K., & Willburger, E. (2009). Dyslexia and dyscalculia: Two learning disorders with different cognitive profiles. Journal of Experimental Child Psychology, 103, 309-324.

Landerl, K., Ramus, F., Moll, K., Lyytinen, H., Leppänen P.H. T., Lohvansuu, K.,…, Schulte-Körne, G. (2013). Predictors of developmental dyslexia in European orthographies with varying complexity. Journal of Child Psychology and Psychiatry, 54, 686-694.

Landerl, K. & Moll, K. (2010). Comorbidity of Specific Learning Disorders: Prevalence and Familial Transmission. Journal of Child Psychology and Psychiatry, 51, 287-294.

Ludwig, K. U., Sämann, P., Alexander, M., Becker, J., Bruder, J., Moll, K., …Czamara, D. (2013). A common variant in Myosin-18B contributes to mathematical abilities in children with dyslexia and intraparietal sulcus variability in adults. Translational Psychiatry, 3, e229, doi:10.1038/tp.2012.148

Moll, K., Fussenegger, B., Willburger, E., & Landerl, K. (2009). RAN is not a measure of orthographic processing. Evidence from the asymmetric German orthography. Scientific Studies of Reading, 13, 1-25.

Moll, K., Göbel, S.M., Gooch, D., Landerl, K., & Snowling, M. (2014). Cognitive Risk Factors for Specific Learning Disorder: processing speed, temporal processing and working memory. Journal of Learning Disabilities, 49, 272-281.

Moll, K., Hulme, C., Nag, S., & Snowling, M. (2013). Sentence repetition as a marker of language skills in children with dyslexia. Applied Psycholinguistics, doi:10.1017/S0142716413000209.

Moll, K., Hutzler, F., & Wimmer, H. (2005). Developmental dyslexia in a regular orthography: A single case study. Neurocase, 11, 433-440.

Moll, K., & Jones, M. (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, 2085-91, doi:10.1080/17470218.2013.840852

Moll, K., Kunze, S., Neuhoff, N., Bruder, J., & Schulte-Körne, G. (2014). Specific learning disorder: prevalence and gender differences. PLOS ONE, 9(7), e103537.

Moll, K. & Landerl, K. (2009). Double dissociation between reading and spelling deficits. Scientific Studies of Reading. 13, 359-382.

Moll, K., Loff, A., & Snowling, M. (2013). Cognitive endophenotypes of dyslexia. Scientific Studies of Reading, 00, 1-13.

Moll, K., Ramus, F., Bartling, J., Bruder, J., Kunze, S., Neuhoff, N., …, Landerl, K. (2014). Cognitive mechanisms underlying reading and spelling development in five European orthographies. Learning and Instruction, 29, 65-77, doi:10.1016/j.learninstruc.2013.09.003

Moll, K., Wallner, R. & Landerl, K. (2012). Kognitive Korrelate der Lese-, Leserechtschreib- und der Rechtschreibstörung. Lernen und Lernstörungen, 1, 3-15.

Sasanguie, D., Göbel, S.M., Moll, K., Smets, K., & Reynvoet, B. (2013). Approximate number sense, symbolic number processing or number-space mappings: what underlies mathematics achievement? Journal of Experimental Child Psychology, 114, 418-31.

Willburger, E., Fussenegger, B., Moll, K., Wood, G., & Landerl, K. (2008). Naming speed in dyslexia and dyscalculia. Learning and Individual Differences, 18, 224-236.