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Karin Landerl

Karin Landerl

D-Index & Metrics

Psychology

D-Index
46
Citations
13387
World Ranking
6314
National Ranking
30

Overview

Karin Landerl is affiliated with the University of Graz in Austria. Their research primarily focuses on developmental and educational psychology, with particular attention to reading and literacy development, cognitive and developmental aspects of mathematical skills, and genetics related to neurodevelopmental disorders.

The scientist has contributed extensively across various fields of study, including:

  • Psychology
  • Social Sciences
  • Mathematics

Their specialized research areas include subfields such as:

  • Developmental and Educational Psychology
  • Education
  • Statistics and Probability
  • Cognitive Neuroscience
  • Genetics

Among the main topics addressed in their work are:

  • Reading and Literacy Development
  • Cognitive and developmental aspects of mathematical skills
  • Mathematics Education and Teaching Techniques
  • Genetics and Neurodevelopmental Disorders
  • Writing and Handwriting Education
  • Neurobiology of Language and Bilingualism
  • Language Development and Disorders

Their recent notable publications include:

  • "Discovery of 42 genome-wide significant loci associated with dyslexia," 2022, Nature Genetics
  • "Genome-wide association study reveals new insights into the heritability and genetic correlates of developmental dyslexia," 2020, Molecular Psychiatry
  • "Genome-wide analyses of individual differences in quantitatively assessed reading- and language-related skills in up to 34,000 people," 2022, Proceedings of the National Academy of Sciences
  • "Cognitive Precursors of Reading: A Cross-Linguistic Perspective," 2021, Scientific Studies of Reading
  • "Home Literacy Environment and Early Literacy Development Across Languages Varying in Orthographic Consistency," 2020, Frontiers in Psychology

Landerl frequently collaborates with several co-authors, including:

  • Chiara Banfi
  • Anna Steiner
  • Sabrina Finke
  • Kristina Moll
  • Ferenc Kemény

They have published in key venues such as:

  • Frontiers in Psychology
  • Nature Genetics
  • Scientific Studies of Reading
  • Cognitive Development
  • Journal of Experimental Child Psychology

Best Publications

  • Developmental dyscalculia and basic numerical capacities: a study of 8–9-year-old students

    Karin Landerl;Anna Bevan;Brian Butterworth

  • Development of word reading fluency and spelling in a consistent orthography: An 8-year follow-up.

    Karin Landerl;Heinz Wimmer

  • The impact of orthographic consistency on dyslexia: A German-English comparison

    Karin Landerl;Heinz Wimmer;Uta Frith

  • The double-deficit hypothesis and difficulties in learning to read a regular orthography

    Heinz Wimmer;Heinz Mayringer;Karin Landerl

  • Dyslexia and Dyscalculia: Two Learning Disorders with Different Cognitive Profiles.

    Karin Landerl;Barbara Fussenegger;Kristina Moll;Edith Willburger

  • Comorbidity of learning disorders: prevalence and familial transmission.

    Karin Landerl;Kristina Moll

  • Predictors of developmental dyslexia in European orthographies with varying complexity

    Karin Landerl;Karin Landerl;Franck Ramus;Kristina Moll;Kristina Moll;Heikki Lyytinen

  • Differences in Phonological Recoding in German- and English-Speaking Children.

    Uta Frith;Heinz Wimmer;Karin Landerl

  • Cognitive mechanisms underlying reading and spelling development in five European orthographies

    Kristina Moll;Franck Ramus;Juergen Bartling;Jennifer Bruder

  • The relationship of phonemic awareness to reading acquisition: more consequence than precondition but still important.

    Heinz Wimmer;Karin Landerl;Renate Linortner;Peter Hummer

  • Poor Reading: A Deficit in Skill-Automatization or a Phonological Deficit?

    Heinz Wimmer;Heinz Mayringer;Karin Landerl

  • Deficits in phoneme segmentation are not the core problem of dyslexia: Evidence from German and English children.

    Karin Landerl;Heinz Wimmer

  • Phonological Awareness and Rapid Automatized Naming as Longitudinal Predictors of Reading in Five Alphabetic Orthographies with Varying Degrees of Consistency

    Karin Landerl;H. Harald Freudenthaler;Moritz Heene;Peter F. De Jong

  • Cognitive Risk Factors for Specific Learning Disorder Processing Speed, Temporal Processing, and Working Memory

    Kristina Moll;Silke M. Göbel;Debbie Gooch;Karin Landerl

  • RAN Is Not a Measure of Orthographic Processing. Evidence from the Asymmetric German Orthography.

    Kristina Moll;Barbara Fussenegger;Edith Willburger;Karin Landerl

  • Typical and atypical development of basic numerical skills in elementary school.

    Karin Landerl;Christina Kölle

  • Naming speed in dyslexia and dyscalculia

    Edith Willburger;Barbara Fussenegger;Kristina Moll;Guilherme Wood

  • Double Dissociation Between Reading and Spelling Deficits

    Kristina Moll;Karin Landerl

  • Training Reading Fluency in Dysfluent Readers with High Reading Accuracy: Word Specific Effects but Low Transfer to Untrained Words.

    Verena Thaler;Eva Maria Ebner;Heinz Wimmer;Karin Landerl

  • Subitizing and Counting in Typical and Atypical Development.

    Patrick Schleifer;Karin Landerl

Frequent Co-Authors

Heinz Wimmer
Heinz Wimmer University of Salzburg
Gerd Schulte-Körne
Gerd Schulte-Körne Ludwig-Maximilians-Universität München
Daniel Brandeis
Daniel Brandeis University of Zurich
Bertram Müller-Myhsok
Bertram Müller-Myhsok Max Planck Society
Urs Maurer
Urs Maurer Chinese University of Hong Kong
Heikki Lyytinen
Heikki Lyytinen University of Jyväskylä
Juha Kere
Juha Kere Karolinska Institute
Anthony P. Monaco
Anthony P. Monaco Tufts University
Andrew P. Morris
Andrew P. Morris University of Liverpool
Markus M. Nöthen
Markus M. Nöthen University Hospital Bonn

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