Schipke, C., Stegenwallner-Schütz, M., & Adani, F. (2024). Underpinning the online processing of (non-)canonical sentences in German-speaking four-year-olds: The interplay of cognitive control and memory capacity. Language Learning and Development. https://doi.org/10.1080/15475441.2024.2313217
Stegenwallner-Schütz, M. & Adani, F. (2021). Number dissimilarity effects in object-initial sentence comprehension by German-speaking children with Specific Language Impairment. Journal of Speech, Language, and Hearing Research, 64, 870-888. doi:10.1044/2020_JSLHR-19-00305
Stegenwallner-Schütz, M. & Adani, F. (2020). Production of referring expressions by children with ASD: Effects of referent accessibility and working memory capacity. Language Acquisition, 1–30. doi:10.1080/10489223.2020.1769625
Adani, F., Stegenwallner-Schütz, M., & Niesel, T. (2017). The peaceful co-existence of frequency and structural intervention effects in relative clause comprehension. Frontiers in Psychology, 8, 1590. doi:10.3389/fpsyg.2017.01590
Stegenwallner-Schütz, M., & Adani, F. (2017). Numerusinformation vereinfacht das Satzverständnis: Querschnittsuntersuchungen zum Verständniserwerb von transitiven Sätzen mit Wortstellungsvariation. LOGOS, 25, 96–105. (joint first authorship)
Stegenwallner-Schütz, M., & Adani, F. (2016). Referential choices and specific language impairment: Sensitivity to contrast levels and grammatical role. Discours, 18. doi:10.4000/discours.9179.
Adani, F., Stegenwallner-Schütz, M., Haendler, Y., & Zukowski, A. (2016). Elicited production of relative clauses in German: Evidence from typically developing children and children with specific language impairment. First Language, 36, 203–227. doi:10.1177/0142723716648842
Wiehe, L., Räling, R. & Stegenwallner-Schütz, M. (forthcoming). PROSAIOS - Konzeptualisierung eines Bewertungsinstruments für Wirksamkeits- und Wirkungsstudien in der schulischen Sprachförderung. Forschung Sprache.
Schumacher, R. & Stegenwallner-Schütz, M. (forthcoming). Systematische fächerübergreifende Förderplanung im Bereich Sprache – Ein Prozessmodell mit exemplarischer Förderplanarbeit. Sonderpädagogische Förderung heute.
Stegenwallner-Schütz, M., Obry, M., Nusser, L., Gehrer, K., & Böhme, K. (accepted). Längsschnittliche Veränderungen von Schüler:innen mit besonderen Unterstützungsbedarfen in der Sekundarstufe I. Zeitschrift für Erziehungswissenschaft.
Brasser, J., Tschirner, C., Stegenwallner-Schütz, M., Jakobi, D. N., & Jäger, L. A. (2025). Predicting children’s reading comprehension through eye movements: Insights from visual search and interpretable machine learning. In Proceedings of the 2025 Symposium on Eye Tracking Research and Applications (ETRA ’25) (pp. 1–8). https://doi.org/10.1145/3715669.3726844
Haller, P., Ding, C., Koncic, I., Reich, D., Stegenwallner-Schütz, M., & Jäger, L.A. (accepted). Measurement reliability of individual differences in sentence processing: A cross-methodological reading corpus and Bayesian analysis. Cognitive Science.
Deng, S., Prasse, P., Reich, D. R., Dziemian, S., Stegenwallner-Schütz, M., Krakowczyk, D., Makowski, S., Langer, N., Scheffer, T., Jäger, L. A. (2022). Detection of ADHD based on eye movements during natural viewing. Proceedings of the European Conference on Machine Learning (ECML-PKDD), 2022.
Balbach, M., Benz, L., Genzel, S., Grubic, M., Schalowski, S., Stegenwallner, M., & Zeldes, A. (2012), Information Structure: Empirical Perspectives on theory. Interdisciplinary Studies on Information Structure (ISIS) 17, Potsdam: Universitätsverlag Potsdam.
Müller, M.-L., Jakobi, D., Stegenwallner-Schuetz, M., Kasperè R., Hollenstein, N., & Jäger, L. (2024). Data Management Plan (DMP) for COST Action "MultiplEYE" (CA21131). PsychArchives. https://doi.org/10.23668/psycharchives.15018
Stegenwallner-Schütz, M., Obry, M., Wittmann, E., Gehrer, K., Nusser, L. & Böhme, K. (2022). INSIDE-Studie. Dokumentation der Skalierung der Kompetenzmessungen in den Bereichen Lesen und Mathematik des ersten Messzeitpunkts in der Jahrgangsstufe 6 (Kohorte 1) (LIfBi Working PaperNo. 108). Leibniz-Institut für Bildungsverläufe. https://doi.org/10.5157/LIfBi:WP108:1.0
Jakobi, D. N.*, Stegenwallner-Schütz, M.*, Hollenstein, N., Ding, C., Kaspere, R., Matić Škorić, A., Pavlinušić Vilus, E., Frank, S. L., Müller, M.-L., Jenssen de López, K. M., Kharlamov, N., Knudsen, H. B. S., Berzak, Y., Lion, E., Sekerina, I. A., Acarturk, C., Ansari, M. F., Harężlak, K., Kasprowski, P., Bautista, A., Beinborn, L., Bondar, A., Boznou, A., Bradshaw, L., He, M., Hofmann, J., Krosness, T., Battesta Soliva, N., Çepani, A., Cergol, K., Došen, A., Palmović, M., Çerpja, A., Chirino, D., Chromý, J., Demberg, V., Škrjanec, I., Dinçtopal Deniz, N., Fajardo, I., Giménez-Salvador, M., Minguez, X., Filip, M., Freibergs, Z., Gomes, J., Janeiro, A., Luegi, P., Veríssimo, J., Gramatikov, S., Hasenäcker, J., Haveriku, A., Kote, N., Kamal, M. M., Kędzierska, H., Klimek-Jankowska, D., Košutar, S., Krakowczyk, D., Krejtz, I., Łockiewicz, M., Lõo, K., Motiejuniene, J., Nasir, J. A., Nedergård, J. S. K., Özkan, A., Preininger, M., Punga, L., Reich, D. R., Tschirner, C., Rot, Š., Säuberli, A., Solé-Casals, J., Strati, E., Svoboda, I., Trandafili, E., Varlokosta, S., Vulchanova, M., & Jäger, L. A. (2025). MultiplEYE: Creating a multilingual eye-tracking-while-reading corpus. In Proceedings of the 2025 Symposium on Eye Tracking Research and Applications (ETRA ’25) (pp. 1–11). https://doi.org/10.1145/3715669.3726843 (*joint first authorship)
Stegenwallner-Schütz, M., Lassotta, R., Ferchland, L., & Adani, F. (2016). Numerus erleichtert das Verständnis nicht-kanonischer Sätze (pp. 187-194). In T. Fritzsche, Ö. Yetim, C. Otto, & A. Adelt (eds.), Spektrum Patholinguistik 9: Schwerpunktthema: Lauter Laute: Phonologische Verarbeitung und Lautwahrnehmung in der Sprachtherapie. Potsdam: Universitätsverlag Potsdam.
Stegenwallner-Schütz, M., & Adani, F. (2014). How can the study of developmental disorders inform linguistic theory about information structure? In D. El Zarka & S. Heidinger (Eds.), Methodological Issues in the Study of Information Structure [Special Issue] (Grazer Lin., Vol. 81, pp. 69–86). Retrieved from urn:nbn:at:at-ubg:3-2041
Stegenwallner-Schütz, M. (2025, June). Mapping Language to Literacy: Eye-Tracking and Other Behavioral Evidence for Developmental Pathways. Talk held at 3rd Workshop on Eye Movements and the Assessment of Reading Comprehension, Stuttgart, Deutschland.
Brasser, J., Tschirner, C., Stegenwallner-Schütz, M. & Jäger, L. (2025, June). Extending Eye Movement-Based Prediction of Reading Development to Pre-Readers. Talk held at 3rd Workshop on Eye Movements and the Assessment of Reading Comprehension, Stuttgart, Germany.
Jakobi, D. N., Stegenwallner-Schütz, M., Hollenstein, N., Ding, C., Kaspere, R., Matić Škorić, A., Pavlinušić Vilus, E., Frank, S. L., Müller, M.-L., Jenssen de López, K. M., Kharlamov, N., Knudsen, H. B. S., Berzak, Y., Lion, E., Sekerina, I. A., Acarturk, C., Ansari, M. F., Harężlak, K., Kasprowski, P., Bautista, A., Beinborn, L., Bondar, A., Boznou, A., Bradshaw, L., He, M., Hofmann, J., Krosness, T., Battesta Soliva, N., Çepani, A., Cergol, K., Došen, A., Palmović, M., Çerpja, A., Chirino, D., Chromý, J., Demberg, V., Škrjanec, I., Dinçtopal Deniz, N., Fajardo, I., Giménez-Salvador, M., Minguez, X., Filip, M., Freibergs, Z., Gomes, J., Janeiro, A., Luegi, P., Veríssimo, J., Gramatikov, S., Hasenäcker, J., Haveriku, A., Kote, N., Kamal, M. M., Kędzierska, H., Klimek-Jankowska, D., Košutar, S., Krakowczyk, D., Krejtz, I., Łockiewicz, M., Lõo, K., Motiejuniene, J., Nasir, J. A., Nedergård, J. S. K., Özkan, A., Preininger, M., Punga, L., Reich, D. R., Tschirner, C., Rot, Š., Säuberli, A., Solé-Casals, J., Strati, E., Svoboda, I., Trandafili, E., Varlokosta, S., Vulchanova, M., & Jäger, L. A. (2025, May). MultiplEYE: Creating a multilingual eye-tracking-while-reading corpus. Talk held at 2025 Symposium on Eye Tracking Research and Applications (ETRA ’25), Tokyo, Japan.
Stegenwallner-Schütz, M. (2025, February). Entwicklung der Kasusmarkierungen und sprachbetrachtender Unterricht. Talk held at 2. Workshop „Fortgeschrittener Spracherwerb”, Dortmund, Germany.
Wiehe, L., Räling, R., & Stegnewallner-Schütz, M. (2024, November). Interpretation von empirischer Evidenz für Sprachförderinterventionen im schulischen Kontext. Talk held at 13. Interdisziplinäre Tagung über Sprachentwicklungsstörungen (ISES), Halle, Germany.
Stegenwallner-Schütz, M., Jakobi, D., Kaspere, R. & Hollenstein, N. (2024, June). The MultiplEye Corpus: Developing a Multilingual Eye-Tracking-While-Reading Corpus. Talk held at 2nd Workshop on Eye Movements and the Assessment of Reading Comprehension, Zurich, Switzerland.
Brasser, J., Tschirner, C., Stegenwallner-Schütz, M. & Jäger, L. (2024, June). Deciphering Literacy among Child Learners: Exploring the Link between Reading Comprehension and Visual Search Behaviour through Eye Movements. Talk held at 2nd Workshop on Eye Movements and the Assessment of Reading Comprehension, Zurich, Switzerland.
Augustin, J., Messerle, J. & Stegenwallner-Schütz, M. (2024, June). Die Nutzung des AnyBook Pro zur Förderung der Sprachentwicklung: Ein Lehrprojekt zur Integration digitaler Medien in den sprachförderlichen Fachunterricht. Poster presented at Frühjahrstagung der AESF, Zurich, Switzerland.
Stegenwallner-Schütz, M., Obry, M., Gehrer, K. & Böhme, K. (2024, March). Langsam, aber sicher? Die Kompetenzentwicklung von Schüler:innen mit besonderen Unterstützungsbedarfen in den Bereichen Sprache oder Lernen in der Sekundarstufe. Talk held at 11. GEBF-Tagung, Potsdam, Germany.
Obry, M. & Stegenwallner-Schütz, M. (2024, March). Lässt sich aus Statusdiagnosen und Förderentscheidungen auf das Lesekompetenzniveau schließen? Eine Untersuchung zur Klassifikation von falsch-positiven Entscheidungen. Talk held at 11. GEBF-Tagung, Potsdam, Germany.
Böhme, K., Reggentin, R. & Stegenwallner-Schütz, M. (2024, March). Wirkt vorschulische Sprachförderung? Zur Lesekompetenz von Schüler:innen der 6. Jahrgangsstufe mit vorschulisch attestiertem Sprachförderbedarf. Talk held at 11. GEBF-Tagung, Potsdam, Germany.
Wiehe, L., Räling, R. & Stegenwallner-Schütz, M. (2024, March). How to Systematic Review: Systematisches Review nach PRISMA zu Methoden der Sprachförderung im schulischen Kontext – A work in progress. Poster presented at 11. GEBF-Tagung, Potsdam, Germany.
Stegenwallner-Schütz, M. (2023, June). Linkages between Diagnostic Labelling and Reading Competence in a Large-Scale Assessment. Talk held at Workshop on Predicting Reading Comprehension from Eye-movements, University of Zurich, Zurick, Switzerland.
Stegenwallner-Schütz, M. & Böhme, K. (2022, November). Sprachbezogene diagnostische Entscheidungen im Kontext der Schule am Beispiel für Unterstützungsentscheidungen bei Schüler:innen der Jahrgangsstufe 6 mit Leseverständnisschwierigkeiten. Talk held at 12. Interdisziplinäre Tagung über Sprachentwicklungsstörungen (ISES), Marburg, Germany.
Schumacher, R. & Stegenwallner-Schütz, M. (2022, October). Ableitung von sprachlichen Fördermaßnahmen im schulischen Kontext. Poster presented at workshop on „Fortgeschrittener Spracherwerb“ at the University of Oldenburg, Oldenburg, Germany.
Stegenwallner-Schütz, M. (2022, September). A Complex and Colorful Comprehension Task of German Case Marking in a Pilot Study on the Comprehension of Double Object Constructions among Primary-school-aged Children. Talk held at 15th Generative Approaches to Language Acquisition (GALA), Frankfurt/Main, Germany.
Reich, D.R., Prasse, P., Tschirner, C., Haller, P., Stegenwallner-Schütz, M., Goldhammer, F. & Jäger, A. (2022, September). Inferring Reading Comprehension from Eye Movements. Poster presented at Architectures and Mechanisms for Language Processing (AMLaP), York, UK.
Deng, S., Prasse, P., Reich, D. R., Dziemian, S., Stegenwallner-Schütz, M., Krakowczyk, D., Makowski, S., Langer, N., Scheffer, T., Jäger, L. A. (2022, July). Detection of ADHD based on eye movements during natural viewing. Talk held at European Conference on Machine Learning (ECML-PKDD), 2022.
Stegenwallner-Schütz, M. & Böhme, K. (2022, March). Wird ein Unterstützungsbedarf im Lesen erkannt? – Eine Analyse zum Einfluss der Lesekompetenzen des Klassenumfelds auf Unterstützungsmaßnahmen bei Schülerinnen und Schülern der Jahrgangsstufe 6. Virtual talk held at 9. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), Bamberg, Deutschland.
Obry, M., Stegenwallner-Schütz, M., Nusser, L., Gehrer, K. & Böhme, K. (2022, March). Längsschnittliche Verlinkung von Kompetenztests zur Messung der Kompetenzentwicklung von Schüler:innen mit und ohne sonderpädagogischen Förderbedarf. Virtual talk held at 9. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), Bamberg, Deutschland.
Stegenwallner-Schütz, M., Zukowski, A. & Adani, F. (2021, November). Refining the scope of syntax- vs. pragmatics-driven non-target sentence productions in German-speaking children with ASD. Virtual talk held at 46th Boston University Conference on Language Development (BUCLD), Boston, USA.
Stegenwallner-Schütz, M., Böhme, K. , Gehrer, K., & Nusser, L. (2021, September). Zuweisung schwierigkeitsgestufter Testhefte für die Kompetenztestung in leistungsheterogenen Gruppen. Virtual talk held at Tagung der Gesellschaft für Empirische Bildungsforschung (digiGEBF21), Online/Frankfurt am Main, Germany.
Stegenwallner-Schütz, M., Zukowski, A. & Adani, F. (2021, July). Production of relative clauses in German-speaking children with ASD (with and without language impairment). Virtual talk held at Biannual Meeting of the International Association for the Study of Child Language (IASCL), Online/Pennsylvania, USA.
von Lehmden, F., Albrecht, K., Stegenwallner-Schütz, M., Jaecks, P. & Jonas, K. (2021, May). Digitalisierung in der Sprachtherapie - Warum die Entwicklung eines theoretischen Modells für die Verflechtung digitaler und originärer Ansätze notwendig ist. Virtual talk held at 33. Workshop Klinische Linguistik. (Summary available here: http://sprachtherapie-aktuell.de/files/05_Lehmden-et-al.pdf)
Stegenwallner-Schütz, M., Zukowski, A. & Adani, F. (2020, November). Die Produktion von Relativsätzen bei Kindern mit Autismus-Spektrum-Störungen. Virtual talk held at 11. Interdisziplinäre Tagung über Sprachentwicklungsstörungen (ISES), Marburg, Germany.
Stegenwallner-Schütz, M. & Böhme, K. (2020, November). Feststellung des sonderpädagogischen Förderbedarfs im Bereich Sprache - Wer ist gemeint? Virtual workshop held at Herbsttagung der Arbeitsgruppe Empirische Sonderpädagogische Forschung (AESF) 2020, Potsdam, Germany.
Stegenwallner-Schütz, M. & Böhme, K. (2019, November). Die schwierigkeitsgestufte Heranführung an explizites Kasuswissen im Grammatikunterricht in der Grundschule – Ein Fall für eine interdisziplinäre Sichtweise. Poster presented at Herbsttreffen der Arbeitsgruppe Empirische Sonderpädagogische Forschung (AESF), Siegen, Germany.
Stegenwallner-Schütz, M., Kirst, S., Dziobek, I., & Adani, A. (2019, May). Refining the Scope of Language Impairment in Individuals with ASD through the Assessment of Complex Sentences. Poster presented at INSAR (International Society of Autism Research) 2019 Annual Meeting, Montreal, Canada.
Schaeffer, J., Marinis, T., Stegenwallner-Schütz, M., Chailleux, M., Adani, F., & Prévost, Ph. (2019, February). Towards a cross-linguistic article choice elicitation task. Talk held at Workshop der European Group on Child Language Disorders (EUCLDIS), Tel Aviv, Israel.
Stegenwallner-Schütz, M., Kirst, S., Dziobek, I., & Adani, F. (2018, November). Wenn die Mehrzahl hilfreich ist: Wie Pluralmarkierungen Kindern mit Grammatikstörungen beim Verständnis nicht-kanonischer Sätze helfen. Talk held at 10. Interdisziplinäre Tagung über Sprachentwicklungsstörungen (ISES), Dortmund, Germany.
Stegenwallner-Schütz, M. & Adani, F. (2018, November). Number marking helps children with and without Specific Language Impairment alleviate their difficulties with case marking alone: Evidence from object-initial sentences in German. Poster presented at 44th Boston University Conference on Language Development (BUCLD), Boston, USA.
Stegenwallner-Schütz, M. & Adani, F. (2018, September). Children with SLI can use number agreement in object-initial sentences to overcome their difficulties with case marking. Poster presented at Architectures and Mechanisms for Language Processing (AMLaP), Berlin, Germany.
Adani, F., Stegenwallner-Schütz, M., & Niesel, T. (2017, November). Co-existence of input frequency and structural intervention effects on relative clause comprehension: Evidence from 3- to 5-year-old German-speaking children. Poster presented at 43th Boston University Conference on Language Development (BUCLD), Boston, USA.
Adani, F., Lassotta, R., Stegenwallner-Schütz, M., Kirst, S., & Dziobek, I. (2017, September) Heterogeneity of morphosyntactic abilities in individuals with Autism Spectrum Disorder (also in comparison with Specific Language Impairment). Talk held at 13th Generative Approaches to Language Acquisition (GALA), Palma de Mallorca, Spain.
Stegenwallner-Schütz, M. & Adani, F. (2017, March). Speaking about one of two persons in a scene: Elicited production of referring expressions by children and adolescents with ASD. Talk held at 10. Wissenschaftliche Tagung Autismus-Spektrum (WTAS), Berlin, Germany.
Stegenwallner-Schütz, M. & Adani, F. (2016, November). Wenn Numerus das Satzverständnis vereinfacht: Empirische Untersuchungen zum Spracherwerb und Ableitungen für die Sprachtherapie. Talk held at 9. Interdisziplinäre Tagung über Sprachentwicklungsstörungen (ISES), Heidelberg, Germany.
Stegenwallner-Schütz, M. & Adani, F. (2015, September). Effects of contextual contrast in the referential choices of children with SLI: An elicited production study. Poster presented at 12th Generative Approaches to Language Acquisition (GALA), Nantes, France.
Adani, F. & Stegenwallner-Schütz, M. (2015, June). When morphology makes syntax easier: Number dissimilarities facilitate the comprehension of OVS sentences in German-speaking children. Poster presented at 9th International Morphological Processing Conference, Potsdam, Germany.
Stegenwallner-Schütz, M. (2015, May). How children with Specific Language Impairment comprehend spatial sentences. Talk held at international conference of the Collaborative Research Center 632, Berlin, Germany.
Stegenwallner-Schütz, M. & Adani, F. (2014, October). Children with SLI show sensitivity to contrast types. Talk held at workshop on SLI as part of the Experimental Psycholinguistics Conference, Madrid, Spain.
Stegenwallner-Schütz, M., Haendler, Y., & Adani (2014, August). Accessibility effects through contrasts in the development of referential choices in German. Poster presented at RefNet Workshop on Psychological and Computational Models of Reference Comprehension and Production, Edinburgh, UK.
Stegenwallner-Schütz, M. & Adani, F. (2014, July). Canonicity and hearer-givenness in children with SLI while processing spatial sentences. Poster presented at 13th International Congress for the Study of Child Language (IASCL), Amsterdam, the Netherlands.
Stegenwallner-Schütz, M. & Adani, F. (2013, November). Processing spatial statements in children with SLI: Language deficit, visual attention deficit or both?Poster presented at 38th Boston University Conference on Language Development (BUCLD), Boston, USA.
Stegenwallner-Schütz, M. & Adani, F. (2013, September). On the interaction of visual attention and language during the processing of spatial statements in children and adults. Poster presented at 11th Generative Approaches to Language Acquisition (GALA), Oldenburg, Germany.
Stegenwallner-Schütz, M. & Adani, F. (2013, May). Linking extra-linguistic context to language: How children process spatial statements. Talk held at Graz Workshop on Information Structure 2, Graz, Austria.
Stegenwallner-Schütz, M. & Adani, F. (2013, March). On-line processing of spatial statements by 4-year-olds. Poster presented at 11th International Symposium of Psycholinguistics, Tenerifa, Spain.
Stegenwallner, M., Stavrakaki, S., Burchert, F., Konstantinopoulou, P., Ioannidis, P. & Koukoulioti, V. (2012, September). Comparing the performance of German and Greek aphasic patients; The effect of syntactic movement and tree hierarchy. Talk held at 13th Science of Aphasia, Groningen, the Netherlands.
Stegenwallner, M., Aichert, I. & Ziegler, W. (2010, October). Artikulatorische Schwierigkeitsgrade für Konsonantencluster bei Sprechapraxie: Warum ist „Knecht“ schwieriger als „Stift“? Talk held at 10. Jahrestagung der Gesellschaft für Aphasieforschung und –behandlung (GAB), Münster, Germany.