Affiliates – University of Copenhagen

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Anna Steenberg Gellert

Anna Steenberg Gellert

Associate Professor

Primary fields of research

Reading disabilities, reading development, vocabulary acquistion, second language learning, language testing, dynamic assessment
 

Current research

1. Early identification of children at risk of reading disabilities

Preferably, children at risk of reading disabilities should be identified before the onset of formal reading instruction, in order to provide early intervention and avoid delays and loss of motivation. However, traditional early test batteries have been found to be quite inaccurate. Therefore, there is a need for research to improve early testing instruments. One possibility is to include dynamic tests developed to assess children’s ability to learn, rather than just their present knowledge and skills. The aim of a recent longitudinal Danish study was to investigate whether children’s performance in dynamic tests can enhance the prediction of later reading difficulties over and above traditional predictors in kindergarten. We followed 158 children from kindergarten (2012) to the end of second grade (2015). We administered traditional as well as experimental dynamic tests to these children. We found that a dynamic test of decoding administered before the onset of formal reading instruction added significantly to the prediction of reading disabilities at the end of Grade 2 after rigorous control for traditional kindergarten predictors.

The project was headed by assoc. prof. Anna Steenberg Gellert (University of Copenhagen) and was implemented in collaboration with professor Carsten Elbro (University of Copenhagen). The project was funded by the Danish foundation Trygfonden and the Danish Ministry of Education.

  • Gellert, A. S. & Elbro, C. (2017). Try a little bit of teaching. A dynamic assessment of decoding as a kindergarten predictor of word reading difficulties at the end of Grade 1. Scientific Studies of Reading, 21(4), 277-291.
  • Gellert, A. S. & Elbro, C. (2017). Does a dynamic test of phonological awareness predict early reading difficulties? A longitudinal study from kindergarten through Grade 1. Journal of Learning Disabilities, 50(3), 227-237.
  • Elbro, C., Daugaard, H. T. & Gellert, A. S. (2012). Dyslexia in a second language? A dynamic test of reading acquisition may provide a fair answer. Annals of Dyslexia, 62(3), 172-185.

 

2. Teaching and assessment of vocabulary

The project involves designing and testing methods for the teaching and assessment of children in Grade 5. We have developed two instructional programs designed with the purpose of enhancing the vocabulary of the children and teaching them strategies to infer the meaning of some of the unknown words they encounter when reading. We will examine the short- and long term effects of the instructional programs in groups of fifth grade pupils with limited Danish vocabulary. The children’s vocabulary and reading comprehension will be assessed before and after their participation in one of the two instructional programs to compare the development of these children with the corresponding development in a control group of children receiving ordinary instruction. In addition, we will investigate whether dynamic assessment of word learning can contribute to the prediction of the children’s benefits from the instructional programs over and above traditional assessment of vocabulary.

The project is headed by assoc. prof. Anna Steenberg Gellert (University of Copenhagen) and is implemented in collaboration with assoc. prof. Elisabeth Arnbak (Danish School of Education, Aarhus University) and professor Carsten Elbro (University of Copenhagen).

  • Gellert, A. S. & Elbro, C. (2013). Do experimental measures of word learning predict vocabulary development over time? Learning and Individual Differences, 26, 1-8.

 

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