PD Dr. Kristina Moll
- Neuro-kognitive Grundlagen von Lernstörungen (Lese-, Rechtschreib- und Rechenstörung)
- Komorbidität von Lernstörungen
- Typische und atypische Lese-, Rechtschreib- und Rechenentwicklung
- Lese- und Rechtschreibentwicklung in verschiedenen Orthographien
1989 – 1992
1992 – 1999
1999 – 2004
Ergotherapieausbildung (Deuserschule Ludwigshafen, Deutschland)
Ergotherapeutin: Orthopädische Kinderklinik (Aschau i. Chiemgau, Deutschland)
Diplomstudium (Mag.rer.nat.) der Psychologie (Paris Lodron Universität, Salzburg).
Diplomarbeit unter Supervision von Prof. Heinz Wimmer mit dem Titel: „Symptomatik der Dyslexie im Erwachsenenalter in einer konsistenten Orthographie: Eine Fallstudie“
2004 – 2006
Universitätslehrgang an der Universität Salzburg (4 Semester) Abschluss: Akademische Lese-Rechtschreib-Therapeutin.
Psychologin: Neuropädiatrie (Behandlungszentrum Vogtareuth, Deutschland)
2006 – 2009
Doktoratsstudium (Dr.rer.nat.) der Psychologie (Paris Lodron Universität, Salzburg) in einem FWF-Projekt zum Thema Komorbidität von Lernstörungen
Publikationsbasierte Dissertation unter Supervision von Prof. Karin Landerl mit dem Titel: “Assoziationen und Dissoziationen von Lernstörungen mit Fokus auf Störungen des Lesens und Rechtschreibens“
2009 – 2011
Postdoctoral Fellow / Experienced Researcher in einem Marie-Curie finanzierten Europäischen Projekt (ELDEL: Enhancing Literacy Development in European Languages - http://www.eldel.eu) unter Supervision von Prof. Margaret Snowling und Prof. Charles Hulme (University of York, UK)
2011 – 2012
Postdoc in einem Interventionsprojekt (Language4Reading project: Nuffield Foundation) unter Leitung von Prof. Margaret Snowling und Prof. Charles Hulme (Department of Psychology, University of York, UK)
2012
Auszeichnung der Doktorarbeit durch die “Österreichische Gesellschaft für Psychologie – ÖGP“
2012 – 2013
Universitätsassistentin mit Doktorat in der Forschungsgruppe von Prof. Karin Landerl, Institut für Psychologie, Entwicklungspsychologie, Universität Graz
Seit Feb 2013
Forschungsstelle mit Doktorat in der Forschungsgruppe von Prof. Gerd Schulte-Körne, Klinik und Poliklinik für Kinder- und Jugendpsychiatrie, Psychosomatik und Psychotherapie, Ludwig-Maximilians Universität München
2017
Habilitation im Fach Psychologie, Universität Graz
2017-2018
Weiterbildung Notfallpsychologie und Zertifizierung als Notfallpsychologin (BDP)
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.
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.
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.
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.
De Simone, E., Moll, K., & Beyersmann, E. (submitted). The role of orthographic transparency and morphological complexity when reading complex nonwords: Evidence from English and Italian. Scientific Studies of Reading
Moll, K. (2024). Editorial: Thinking outside the box – enhancing causal models of neurodevelopmental disorders. Journal of Child Psychology and Psychiatry, 65(3), 257-259.
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).
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.
Weinreich, L., Haberstroh, S., Schulte-Körne, G., & Moll, K. (2023). The relationship between bullying, learning disorders and psychiatric comorbidity. BMC Psychiatry, 23:116.
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.
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
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
Moll, K., Georgii, B. J., Tunder, R., & Schulte-Körne, G. (2022). Economic Evaluation of Dyslexia Intervention. Dyslexia. https://doi.org/10.1002/dys.1728
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.
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
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).
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
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
Huemer, S., Moll, K., & Schulte-Körne, G. (2018). Onlinebasierte Leseförderung für Grundschüler: Das Konzept „Meister Cody–Namagi “. Lernen und Lernstörungen, 7, 247-252.
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.
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
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.
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.
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.
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.
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
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.
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.
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.
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.
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.
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.
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., 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.
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., 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., Kunze, S., Neuhoff, N., Bruder, J., & Schulte-Körne, G. (2014). Specific learning disorder: prevalence and gender differences. PLOS ONE, 9(7), e103537.
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., & 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
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.
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.
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
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.
Moll, K., Loff, A., & Snowling, M. (2013). Cognitive endophenotypes of dyslexia. Scientific Studies of Reading, 00, 1-13.
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.
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.
Moll, K., Wallner, R. & Landerl, K. (2012). Kognitive Korrelate der Lese-, Leserechtschreib- und der Rechtschreibstörung. Lernen und Lernstörungen, 1, 3-15.
Landerl, K. & Moll, K. (2010). Comorbidity of Specific Learning Disorders: Prevalence and Familial Transmission. Journal of Child Psychology and Psychiatry, 51, 287-294.
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.
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. & Landerl, K. (2009). Double dissociation between reading and spelling deficits. Scientific Studies of Reading. 13, 359-382.
Willburger, E., Fussenegger, B., Moll, K., Wood, G., & Landerl, K. (2008). Naming speed in dyslexia and dyscalculia. Learning and Individual Differences, 18, 224-236.
Moll, K., Hutzler, F., & Wimmer, H. (2005). Developmental dyslexia in a regular orthography: A single case study. Neurocase, 11, 433-440.
Moll, K., Huemer, S., & Schulte-Körne, G. (2024). Onlinebasierte Lese- und Rechtschreibförderung im Grundschulalter mit Meister Cody Namagi. In W. Lenhard & T. Richter (Eds.), Tests und Trends: Diagnose und Förderung des Lesens im digitalen Kontext (pp. 199-224). Göttingen: Hogrefe.
Moll, K. (2022). Comorbidity of Reading Disorders. In M.J. Snowling, C. Hulme, & K. Nation. (Eds.), The Science of Reading, 2nd Edition (pp. 439 – 459). Oxford: Blackwell Publishing.
Banfi, C., Landerl, K., & Moll, K. (2022). Cognitive profiles and co-occurrence of dyslexia and dyscalculia (Cambridge Handbooks in Psychology). In M. A. Skeide (Ed.), The Cambridge Handbook of Dyslexia and Dyscalculia (pp. 65 – 82). Cambridge: Cambridge University Press.
Zoccolotti, P., De Luca, M., Moll, K., Landerl, K. (Eds.) (2022). Interpreting the comorbidity of learning disorders. Research topic in Frontiers in Human Neuroscience, eBook Frontiers.
Moll, K., Snowling, M. J., & Hulme, C. (Eds.) (2020). Comorbidities between Reading Disorders and Other Developmental Disorders [Special issue]. Scientific Studies of Reading.
Brigstocke, S., Moll, K., & Hulme, C. (2016). Test of Basic Arithmetic and Number Skills (TOBANS). Oxford: Oxford University Press.
Landerl, K. & Moll, K. (2014). Dissoziationen zwischen Störungen des Lesens und Störungen des Rechtschreibens. In G. Schulte-Körne & G. Thomé (Hrsg.), LRS-Legasthenie: interdisziplinär. Oldenburg: Institut für sprachliche Bildung - Verlag
Moll, K. & Landerl, K. (2011). Assoziationen und Dissoziationen von Störungen des Lesen und Rechtschreibens. In S. Hanne, T. Fritzsche, S. Ott, & A. Adelt (Hrsg.), Spektrum Patholinguistik 4 (S. 47-74). Potsdam: Universitätsverlag Potsdam.
Moll, K. & Landerl, K. (2011). Lesedefizite und Rechtschreibdefizite – zwei Seiten derselben Medaille? In G. Schulte-Körne (Hrsg.), Legasthenie und Dyskalkulie: Stärken erkennen – Stärken fördern (S. 11-24). Bochum: Winkler.
Moll, K. & Landerl, K. (2010). SLRT-II: Lese- und Rechtschreibtest. Bern: Hans Huber.
Kaufmann, L., Moeller, K., Moll, K., Salandin, M., Pastore, N., Landerl, K. et al. (2008). Normenvergleich der beiden Sprachversionen der BVN/NPS5-11. In L. Kaufmann, K. Landerl, M. Mazzoldi, K. Moeller, N. Pastore, & M. Salandin (Hrsg.), BVN/NPS 5-11. Neuropsychologisches Screening für 5-11 Jährige. Gardolo: Erickson.
Moll, K., Landerl, K., & Kain, W. (2008). Der Rechtschreibteil des SLRT. In W. Schneider, H. Marx, & M. Hasselhorn (Hrsg.), Tests und Trends: Diagnostik von Rechtschreibleistungen und -kompetenz (S. 129-143). Göttingen: Hogrefe.
