جست‌وجوی استاد و پژوهشگر

• Language Development
• Language Impairments
• Statistical Learning
• +۳ مورد دیگر

Merel van Witteloostuijn is an Assistant Professor at the Development & Education of Youth in Diverse Societies department, affiliated with the Faculty of Social and Behavioural Sciences at Utrecht University . She holds a Research Master in Linguistics (cum laude) from Utrecht University (2013) and a PhD from the University of Amsterdam (2020). Education: Bachelor's in Linguistics, Utrecht University (2013) Research Master in Linguistics (cum laude), Utrecht University (2013) PhD in Linguistics, University of Amsterdam (2020) Her research focuses on language and literacy development in neurodiverse children and multilingual contexts, with a particular emphasis on Developmental Language Disorder (DLD) . She actively contributes to the CALM (Children and Language Mixing) project (NWO Vici) and advocates for Open Science practices, including open data and pre-registration. Merel has received a prestigious Veni grant (NWO, 2024) to study the interplay between parent-child interaction, screen time, and language development in children with and without DLD. Her work spans both empirical research and pedagogical outreach, including presentations at professional conferences ( TOS Congres 2024 , TaalStaal 2024 ) and public engagement via blogs on early childhood language interactions. She teaches at the bachelor's and master's levels and supervises theses and internships. Scientific Awards: Veni grant (NWO, 2024) Merel's skills include statistical analysis using R and advancing Open Science principles as a member of the Open Science Community Utrecht . Her research bridges theoretical inquiry and applied educational strategies, particularly for multilingual and neurodiverse youth.

Damaris Bartzمشاهده پروفایل

پژوهشگر

• Language Acquisition
• Developmental Language Disorders
• Grammar and Discourse Acquisition
• +۱ مورد دیگر

Damaris Bartz is a Researcher at the Institute for Special Education , Chair of Pedagogy and Intervention for Language and Communication Impairments , University of Würzburg. She holds a Diplom (2010) in General Linguistics/Patholinguistics from the University of Potsdam and has worked in academic and clinical settings since 2010. Her teaching focuses on speech therapy in teacher training programs, and she collaborates with the Research Laboratory for Communication and Language (FoKuS) . Academic Appointments Since 2020: Scientific Associate at University of Würzburg 2018: Education in Logopedics at Charité, Berlin 2016-2017: Seminar Instructor at Humboldt University Berlin Research 2017-2020: PhD on adversative particles ('auch', 'aber') and finiteness acquisition 2015-2016: DFG Project on adversative discourse relations in German, Bulgarian, and English Research Interests: Bartz investigates how adversative particles like 'aber' (but) influence the acquisition of finiteness in German-speaking children, particularly those with developmental language disorders (DLD). Her work bridges morphosyntax with discourse analysis, examining function words' role in syntactic development. Publications: Her publications focus on discourse particles, finiteness realization, and cross-linguistic comparisons in language acquisition. Recent contributions analyze adversative clauses in clinical populations and grammatical development in special education contexts. Clinical Experience: Since 2011, she has worked as a speech therapist in Berlin, specializing in childhood mental health settings. She is affiliated with professional societies like dbs , GISKID , and vpl .

Maria Vazeuxمشاهده پروفایل

دانشیار

• Phonemic awareness
• Reading acquisition
• Psycholinguistics
• +۴ مورد دیگر

Maria Vazeux is an Associate Professor in Psycholinguistics at Aix Marseille University, affiliated with the Centre de Recherche en Psychologie et Neurosciences (CRPN) within the Faculty of Sciences. Her research focuses on the cognitive processes involved in reading acquisition, with particular emphasis on phonemic awareness development in pre-readers and children with developmental language disorders. Dr. Vazeux completed her doctoral thesis titled 'Learning and teaching reading: the role of the syllable for built orthophonological relationships' at Université de Strasbourg in 2021. Her educational background reflects a strong foundation in cognitive science and linguistics, preparing her for her current research in reading acquisition and language processing. Dr. Vazeux's research primarily investigates how syllable-based approaches can enhance phonemic awareness and reading skills. Her 'syllabic bridge' hypothesis challenges traditional letter-first teaching methods by proposing that associating letters with syllables rather than phonemes may be more effective for early reading development, particularly for at-risk children. This theoretical framework has significant implications for educational practices and interventions. Her publication record demonstrates a consistent focus on evidence-based teaching methods for phonemic awareness development, with increasing emphasis on practical applications for educators and speech therapists working with children who have reading difficulties. Short report on a syllable-based intervention to improve phonemic awareness and reading in children with DLD (2023) Before Learning the Code: A Commentary on Sargiani, Ehri, and Maluf (RRQ, 2022) (2023) How to develop phonemic awareness in preschool, to prepare for teaching reading? (2023) Learning and teaching reading: the role of the syllable in constructing ortho-phonological relationships (2021) Syllable-first rather than letter-first to improve phonemic awareness (2020) Dr. Vazeux actively collaborates with researchers across French institutions, including Nadège Doignon-Camus, Daniel Zagar, Marie-Line Bosse, and Gwendoline Mahé. Her work bridges theoretical cognitive science with practical educational applications, making significant contributions to evidence-based teaching practices for early literacy development. As a member of the CRPN research center, Dr. Vazeux contributes to interdisciplinary research on the neural and cognitive bases of language processing. Her findings have particular relevance for developing effective interventions for children with reading difficulties and developmental language disorders.

• Developmental Language Disorder
• Psycholinguistics
• Reading Comprehension
• +۳ مورد دیگر

Carmen Julia Coloma Tirapegui is a Full Professor at the University of Chile with dual appointments: Department of Speech-Language, Faculty of Medicine (33 hours/week) and Research Unit, Institute of Advanced Studies in Education (11 hours/week). She holds a Doctorate from the University of Granada (2012) and Bachelor's/Professional degrees from the University of Chile (1987). Her research specializes in Developmental Language Disorder (DLD) , psycholinguistics, and literacy, with expertise in eye-tracking methodologies. Key focus areas include: Language processing in monolingual Spanish-speaking children Reading comprehension interventions for language disorders Longitudinal studies of grammatical complexity Lexical-semantic development in preschoolers Phonological awareness interventions Recent publications (2022-2024) predominantly investigate real-time language comprehension using eye-tracking, examining syntactic complexity, morphological processing, and reading skills in children with DLD. Research consistently demonstrates interdisciplinary approaches bridging linguistics, psychology, and neuroscience. She leads multiple research grants including Fondecyt projects: "Decoding and reading comprehension in students with 4th basic TDL" (2024-2027) and "Intervention in phonological, lexical and grammatical awareness" (2017-2021). She co-directs the Center for Advanced Research in Education (2014-2024), a Basal Financing Program initiative. Advises graduate theses on language disorders and literacy, including studies on visual attention during reading and morphosyntactic development. Teaches undergraduate/postgraduate courses including Cognitive Foundations of Communication , Research Methods in Psycholinguistics , and Language Development Disorders .