Caroline Hornung
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Faculty of Language and Literature, Humanities, Arts and Education |
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Université du Luxembourg |
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MSH, E03 35-240 |
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(+352) 46 66 44 9644 |
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Caroline Hornung is investigating typical and atypical development in mathematics and reading to design appropriate assessment tools for the Luxembourgish school context.
After obtaining an initial Bachelor degree at the "Institut Suprieur d'Etudes et de Recherches Pédagogiques" (ISERP, Luxembourg) in 2003 to teach in schools, she continued her studies in developmental and cognitive Psychology and obtained her Master's degree in Psychology from the University of Nancy in 2006. In 2010 she obtained her PhD from the University of Luxembourg for her work on the critical role of working memory and other precursor skills in preschool and first grade mathematics learning.
Since 2012 she works at the Luxembourg Centre for Educational Testing as external staff member and develops the mathematics and language tests for Grade 1. Caroline is an active member of the LEARN network, publishing once a year a newsletter for teachers, practitioners and parents on ongoing research projects, key results and main learning topics.
Publications and communications of Caroline Hornung:
2023
The impact of cognitive characteristics and image-based semantic embeddings on item difficulty; ; ; ; ; ; ; ;
Scientific Conference (2023, April 14)
Benefits of Using Cognitive Models Within a Mathematics Large-Scale Assessment; ; ; ; ;
Scientific Conference (2023, April 13)
2022
Findings from the ÉpStan National Education Monitoring against the Background of the COVID-19 Pandemic; ; ; ; ; ; ; ; ; ; ; ;
E-print/Working paper (2022)
Findings from the ÉpStan National Education Monitoring against the Background of the COVID-19 Pandemic. Online Supplement; ; ; ; ; ; ; ; ; ; ; ;
E-print/Working paper (2022)
Early Childhood Education and Care in Luxembourg - Is attendance influenced by immigration background and socioeconomic status?; ; ;
Poster (2022, November 10)
Validation and Psychometric Analysis of 32 cognitive item models spanning Grades 1 to 7 in the mathematical domain of numbers & operations; ; ; ; ; ; ;
Scientific Conference (2022, November)
Validierung und psychometrische Analyse automatisch generierter Mathematikaufgaben im Bereich Zahlen und Operationen; ; ; ; ; ; ;
Scientific Conference (2022, March 09)
2021
Long-term Relevance and Interrelation of Symbolic and Non-symbolic Abilities in Mathematical-numerical Development: Evidence from Large-scale Assessment Data; ; ; ; ; ; ; ; ;
in Cognitive Development (2021), 58
Différences de performance dans les compétences langagières et en lecture entre élèves à parcours scolaire régulier et irrégulier, issus de familles immigrées portugaises au Luxembourg.; ;
in University of Luxembourg, LUCET; Ministère de l’Éducation nationale, de l’Enfance et de la Jeunesse, SCRIPT (Eds.) Rapport national sur l’éducation au Luxembourg 2021 (2021)
Sprach- und Leseunterschiede zwischen portugiesischen Migrantenkindern mit und ohne Klassenwiederholung in Luxemburg.; ;
in University of Luxembourg, LUCET; Ministère de l’Éducation nationale, de l’Enfance et de la Jeunesse, SCRIPT, (Eds.) Nationaler Bildungsbericht Luxemburg 2021 (2021)
Befunde aus dem nationalen Bildungsmonitoring ÉpStan vor dem Hintergrund der COVID-19 Pandemie (Supplement); ; ; ; ; ; ; ; ; ; ; ;
in LUCET; SCRIPT (Eds.) Nationaler Bildungsbericht Luxemburg 2021 (2021)
Befunde aus dem nationalen Bildungsmonitoring ÉpStan vor dem Hintergrund der COVID-19- Pandemie; ; ; ; ; ; ; ; ; ; ; ;
in LUCET; SCRIPT (Eds.) Nationaler Bildungsbericht Luxemburg 2021 (2021)
Résultats du monitoring scolaire national ÉpStan dans le contexte de la pandémie de COVID-19; ; ; ; ; ; ; ; ; ; ; ;
in LUCET; SCRIPT (Eds.) Rapport national sur l’éducation au Luxembourg 2021 (2021)
Résultats du monitoring scolaire national ÉpStan dans le contexte de la pandémie de COVID-19 (Matériels supplémentaires); ; ; ; ; ; ; ; ; ; ; ;
in LUCET; SCRIPT (Eds.) Rapport National sur l´Éducation au Luxembourg 2021 (2021)
Neue längsschnittliche Befunde aus dem nationalen Bildungsmonitoring ÉpStan in der 1. und 3. Klasse: Negativer Trend in der Kompetenzentwicklung und kein Erfolg bei Klassenwiederholungen.; ; ; ; ;
in LUCET; SCRIPT (Eds.) Nationaler Bildungsbericht Luxemburg 2021 (2021)
Nouveaux résultats longitudinaux issus du monitoring scolaire national ÉpStan en première et troisième année scolaire (cycles 2.1 et 3.1) : tendance négative au niveau du développement des compétences et redoublements inefficaces; ; ; ; ;
in LUCET; SCRIPT (Eds.) Rapport national sur l’éducation au Luxembourg 2021 (2021)
Rechenstörungen; ;
in Ugen, Sonja; Schiltz, Christine; Fischbach, Antoine; Pit-Ten Cate, Ineke (Eds.) Lernstörungen im multilingualen Kontext: Diagnose und Hilfestellungen (2021)
Using Automatic Item Generation in the context of the Épreuves Standardisées (Épstan): A pilot study on effects of altering item characteristics and semantic embeddings; ; ;
Scientific Conference (2021, November 11)
2020
Finger Rapid Automatized Naming (RAN) predicts the development of numerical representations better than finger gnosis; ;
in Cognitive Development (2020), 53
A propensity score matching approach on predicting academic success of primary school students; ; ; ; ;
Scientific Conference (2020, July)
2019
The effect of grade retention on reading skills of immigrant children in multilingual elementary school. A longitudinal study.; ; ;
Presentation (2019, November 06)
Predicting Academic Success in Early Primary School: A Propensity Score Matching Approach; ; ; ; ;
Scientific Conference (2019, November 06)
2018
Differential association of symbolic and non-symbolic numerical abilities in children with and without MLD – Evidence from large scale assessment data; ; ; ; ; ; ;
Poster (2018, September)
Visuo-spatial abilities are key for young children’s verbal number skills; ; ;
in Journal of Experimental Child Psychology (2018), 166C
Parcours scolaires et performance mathématique des élèves scolarisés au Luxembourg : Effet du contexte langagier et socio-économiques.; ; ; ; ; ;
Scientific Conference (2018, January 11)
Taking Language out of the Equation: The Assessment of Basic Math Competence Without Language; ; ; ; ;
in Frontiers in Psychology (2018)
Schulische Kompetenzen von Erstklässlern und ihre Entwicklung nach zwei Jahren.; ; ; ; ;
Report (2018)
2017
How Do Different Aspects of Spatial Skills Relate to Early Arithmetic and Number Line Estimation?; ; ;
in Journal of Numerical Cognition (2017), 3(2),
The relevance of verbal and visuo-spatial abilities for verbal number skills – what matters in 5 to 6 year olds?; ; ;
Poster (2017, September)
General and Specific Contributions of RAN to Reading and Arithmetic Fluency in First Graders: A Longitudinal Latent Variable Approach; ;
in Frontiers in Psychology (2017)
The power of vowels: Contributions of vowel, consonant and digit RAN to clinical approaches in reading development; ;
in Learning and Individual Differences (2017), 57
2016
Different aspects of spatial skills and their relation to early mathematics; ; ;
Poster (2016, September 29)
2015
Allgemeine Befunde zum luxemburgischen Schulwesen; ; ; ; ; ;
in Martin, Romain; Ugen, Sonja; Fischbach, Antoine (Eds.) Épreuves Standardisées: Bildungsmonitoring für Luxemburg. Nationaler Bericht 2011 bis 2013 (2015)
Kompetenzunterschiede aufgrund des Schülerhintergrundes; ; ; ; ; ; ;
in Martin, Romain; Ugen, Sonja; Fischbach, Antoine (Eds.) Épreuves Standardisées: Bildungsmonitoring für Luxemburg. Nationaler Bericht 2011 bis 2013 (2015)
2014
Gender differences in mathematics achievement in 3rd and 9th grade students: A large-scale study in Luxembourg.; ; ; ; ;
Poster (2014, March 30)
Developing a mathematics large-scale assessment at the beginning of first grade in Luxembourg; ; ;
Poster (2014, April)
Predicting first-grade mathematics achievement: the contributions of domain-general cognitive abilities, nonverbal number sense, and early number competence; ; ;
in Frontiers in Psychology (2014), 5
Assessing Mathematical Competencies within the Luxembourgish School Monitoring Program: Covering the range from 1st to 9th grade.; ; ; ; ; ; ; ;
Scientific Conference (2014, April)
Qualitätssicherung der Itementwicklung zur Überprüfung der luxemburgischen Bildungsstandards; ; ; ; ; ;
Presentation (2014, January)
2013
Developing number–space associations: SNARC effects using a color discrimination task in 5-year-olds; ; ;
in Journal of Experimental Child Psychology (2013), 116
Mädchen und Jungen; ; ; ; ; ; ;
in SCRIPT; EMACS (Eds.) PISA 2012. Nationaler Bericht Luxemburg (2013)
Zusammenfassung der Ergebnisse von PISA 2012 / Synthèse des résultats de PISA 2012; ; ; ; ; ; ; ;
in SCRIPT; EMACS (Eds.) PISA 2012. Nationaler Bericht Luxemburg (2013)
2012
A developmental investigation of the SNARC effect using a colour discrimination task.; ; ;
Presentation (2012, July 17)
2011
Children's working memory: Its structure and relationship to fluid intelligence; ; ;
in Intelligence (2011), 39(4), 210-221
Working memory in 5-to-7 year-old children: Its structure and relationship to fluid intelligence; ; ;
Scientific Conference (2011, August 24)
Longitudinal predictors of early mathematics: Number-specific versus domain-general mechanisms?; ; ;
Poster (2011, February 11)
2010
2009
The cross-cultural generalizability of a new structural model of academic self-concepts.; ; ; ;
in Learning and Individual Differences (2009), 19
