Writing and Spelling Instruction

Writing is one of the greatest academic challenges for learners with learning difficulties. We test strategy-based writing instruction, motivational components and the targeted use of digital tools, most recently AI-generated feedback. A second strand concerns literacy acquisition and spelling, from grapheme–phoneme correspondence in early instruction to rule-based spelling approaches.

Team: Prof. Dr. Matthias Grünke, Dr. Susanne Hoff, Dr. Kerstin Nobel, Dr. Janine Bracht, Dr. Anne Barwasser

Selected publications

• Hoff, S., Grünke, M., Bracht, J., & Barwasser, A. (2026). Effects of a ChatGPT-assisted writing intervention on the productive writing skills of students with learning disabilities: A single-case experimental design study. International Journal for Research in Learning Disabilities, 9(1), 56–72.
• Barwasser, A., Nobel, K., Asaro-Saddler, K., Saddler, B., & Grünke, M. (2025). The effects of a graphic organizer with storytelling intervention on writing quality and attitude towards writing of third graders with German as a second language. European Journal of Psychology of Education, 40(1). https://doi.org/10.1007/s10212-024-00908-4