Claudia Steinbrink

Claudia Steinbrink is a Professor of Developmental Psychology at the University of Erfurt's Faculty of Educational Sciences. She holds the professorship for Entwicklungspsychologie (Developmental Psychology) and serves as the speaker for the research project "Klang – Sprache – Schrift" (Sound – Language – Writing). Her work is situated within the Psychology department of the Faculty of Educational Sciences at the University of Erfurt, where she conducts research at the intersection of cognitive development, language acquisition, and literacy learning.

Professor Steinbrink's research primarily focuses on developmental aspects of reading and writing acquisition, with particular emphasis on phonological and morphological awareness in early literacy development. Her work investigates the relationship between auditory processing capabilities and literacy skills, especially in children with developmental dyslexia. She has made significant contributions to understanding how temporal processing, phonological awareness, and morphological awareness impact reading and writing development in German-speaking children. Her research often employs both behavioral and neuroimaging methods to examine the cognitive and neural correlates of literacy development and disorders.

Analysis of her recent publications reveals consistent research trends across developmental psychology and educational neuroscience. Her work demonstrates a clear trajectory from foundational studies on auditory processing in dyslexia toward more nuanced investigations of morphological awareness in literacy development. The publications show increasing sophistication in methodology, incorporating longitudinal designs, cross-sectional comparisons, and neuroimaging techniques. Her research maintains a strong focus on the German language context while addressing universal questions about literacy development.

Professor Steinbrink has been actively involved in research projects since at least 2009, with a notable focus on developing and validating assessment tools for early literacy skills. She has collaborated extensively with researchers including Klatte, Lachmann, Bergström, and others on projects related to phonological processing, dyslexia, and literacy development. Her work on the computer-based training program "Lautarium" represents a significant contribution to evidence-based interventions for children with reading and writing difficulties.