Dr. Sonja Ugen
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| Faculté ou Centre | Faculté des Sciences Humaines, des Sciences de l'Éducation et des Sciences Sociales | ||||
| Department | LUCET | ||||
| Adresse postale |
Université du Luxembourg Maison des Sciences Humaines 11, Porte des Sciences L-4366 Esch-sur-Alzette |
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| Bureau sur le campus | MSH, E03 35-260 | ||||
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| Téléphone | (+352) 46 66 44 9681 | ||||
Sonja is a research scientist at the Luxembourg Centre for Educational Testing (LUCET) and head of LUCET’s research portfolio focussing on diagnostic test development.
Coming from a background in developmental psychology and psycholinguistics, she acquired experience in (large-scale) standardised test development through her role in setting-up the national school monitoring programme (ÉpStan). Her main research interests englobe typical and atypical learning in and test development for multilingual contexts in the areas of reading, writing and mathematics.
More on LUCET’s diagnostic portfolio:
The diagnostic’s portfolio is in charge of developing specific tools allowing to screen for or diagnose (developmental) disorders in a linguistically heterogeneous school population. Currently only few diagnostic tools exist that are adapted to the multilingual school population in Luxembourg. Hence, the projects within this portfolio specialize in encompassing the linguistic diversity either by including various languages or specific language-independent tasks depending on the target area.
Major on-going projects:
Language- and culture fair diagnostic test batteries
Most existing cognitive test batteries or (neuro-psychological) diagnostic tools are language-based and thus language proficiency in the test language may have an influence on the test outcome. This is esp. true for the assessment of scholastic skills (i.e. reading/writing, mathematics). The LUCET is therefore developing new test batteries adapted to the multilingual and multicultural school population in Luxembourg in three crucial developmental domains for learning: cognition, mathematics and reading/writing. This project is a collaboration between the LUCET and the Centre pour le Développement des Apprentissages (CDA) responsible to diagnose specific learning/attentional disorders and provide appropriate support.
Screener for functional vision impairments
Functional vision impairments, i.e., limitations on the use of binocular vision in day to day tasks can often go undetected. Undetected difficulties of the functional vision are likely to have a negative impact on children’s learning progress at school. It is thus crucial to assess children’s visual perception at an early stage to provide the appropriate support. The aim of this project is to develop a large-scale screener for functional vision at the beginning of children’s formal schooling (in grade 1). This project is a collaboration between the LUCET and the Centre pour le Développement pour les Compétences Relatives à la Vue (CDV) responsible to diagnose visual impairments and provide appropriate support.
Last updated on: mardi 10 janvier 2023
2023
Einfluss des Faktors Wortfrequenz auf die satzinterne Großschreibung bei Fünftklässler:innen; ; ; ;
in Rautenberg, Iris; Bangel, Melanie (Eds.) Das Verhältnis zwischen Wissen und Können beim Lesen- und Schreibenlernen (2023)
Specific learning disorder in mathematics in a multilingual education context - Diagnosing with language in mind; ; ;
Scientific Conference (2023, May 22)
Do learners need semantics to spell syntactic markers? Plural spellings in real vs. pseudowords in a French L2 setting; ; ; ;
in Reading and Writing (2023)
Profiles of poor and good spellers in German noun capitalization; ;
in L1-Educational Studies in Language and Literature (2023), 23
The impact of cerebral visual impairment in school related competences in elementary school children; ; ;
Scientific Conference (2023, May 22)
The Number Line Estimation Task is a Valid Tool for Assessing Mathematical Achievement: A Population-Level Study With 6,484 Luxembourgish Ninth-Graders; ; ; ;
in Journal of Experimental Child Psychology (2023), 225(105521), 1-19
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)
Development of a test battery to diagnose specific learning disorder in mathematics in a multilingual education context; ; ;
Scientific Conference (2022, November)
Towards a fairer assessment of cognitive abilities in multilingual children;
Scientific Conference (2022, November 10)
Development of a fair cognitive test battery for multilingual and multicultural children;
Poster (2022, August 29)
Ready for the future? – The third Education Report for Luxembourg (Supplement); ; ;
E-print/Working paper (2022)
Implementation of a large-scale functional vision screener in early childhood at a national level; ; ;
Scientific Conference (2022, November 10)
Development of a test battery to diagnose specific learning disorder in reading in a multilingual education context; ;
Scientific Conference (2022, November 10)
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
The Impact of the COVID-19 Pandemic on the Luxembourgish Education System: Differences between students based on background characteristics in elementary and secondary school; ; ; ; ;
Scientific Conference (2021, November)
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)
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 (Matériels supplémentaires); ; ; ; ; ; ; ; ; ; ; ;
in LUCET; SCRIPT (Eds.) Rapport National sur l´Éducation au Luxembourg 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)
Lese- und Rechtschreibstörungen; ;
in Ugen, Sonja; Schiltz, Christine; Fischbach, Antoine; Pit-Ten Cate, Ineke (Eds.) Lernstörungen im multilingualen Kontext. Diagnose und Hilfestellungen (2021)
Erweitertes Testinventar; ;
in Ugen, Sonja; Schiltz, Christine; Fischbach, Antoine; Pit-Ten Cate, Ineke (Eds.) Lernstörungen im multilingualen Kontext. Diagnose und Hilfestellungen (2021)
Fair Assessment of Cognitive Abilities in Multilingual Children;
Scientific Conference (2021, November 11)
Bereit für die Zukunft? Der dritte Bildungsbericht für Luxemburg.; ; ;
in LUCET; SCRIPT (Eds.) Nationaler Bildungsbericht Luxemburg 2021. (2021)
Prêt pour l’avenir ? Le troisième rapport sur l’éducation au Luxembourg; ; ;
in LUCET; SCRIPT (Eds.) Rapport national sur l’éducation au Luxembourg 2021 (2021)
Identifying Math and Reading Difficulties of Multilingual Children: Effects of Different Cut-offs and Reference Groups; ; ;
in Herzog, Moritz; Gürsoy, Erkan; Fritz-Stratmann, Annemarie (Eds.) Diversity Dimensions in Mathematics and Language Learning. Perspectives on culture, education, and multilingualism (2021)
Development of a screening tool for functional vision impairments in early childhood; ; ;
Scientific Conference (2021, November 11)
Development of a large-scale screener for functional vision impairments in early childhood; ; ;
Scientific Conference (2021, October 21)
Einleitung: Lernstörungen im multilingualen Kontext – Eine Herausforderung; ; ;
in Ugen, Sonja; Schiltz, Christine; Fischbach, Antoine; Pit-Ten Cate, Ineke (Eds.) Lernstörungen im multilingualen Kontext: Diagnose und Hilfestellungen (2021)
Lernstörungen im multilingualen Kontext: Diagnose und Hilfestellungen.; ; ;
Book published by Melusina Press (2021)
Spelling patterns of plural marking and learning trajectories in French taught as a foreign language; ; ;
in Written Language and Literacy (2021), 24(1), 81-110
2020
The effect of a syntactic training on multilingual fifth graders' spelling patterns of noun capitalization in German; ;
in Writing Systems Research (2020), 11(2), 95-109
The impact of syntactic and lexical trainings on capitalization of nouns in German in grade five; ;
in L1-Educational Studies in Language and Literature (2020), 20
The Identification of Math and Reading Difficulties in a Multilingual Educational Setting; ;
Scientific Conference (2020, January 24)
Switching language while solving math problems: Relation between language and math achievement on a bilingual math test; ; ;
Scientific Conference (2020, June)
Circadian preference as a typology: Latent-class analysis of adolescents' morningness/eveningness, relation with sleep behavior, and with academic outcomes; ; ; ; ; ;
in Learning and Individual Differences (2020), 78
2019
Math and Reading Difficulties in a Multilingual Educational Setting; ;
Scientific Conference (2019, November 06)
Math and Reading Difficulties in a Multilingual Educational Setting; ;
Scientific Conference (2019, September)
Social and linguistic background influences on performance in a multilingual educational system; ; ;
Scientific Conference (2019, June 27)
Morphosyntactic spelling German and French as second (written) languages in the Luxembourgish context; ;
Presentation (2019, April 05)
2018
The Effect of Morphosyntactic Training on Multilingual Fifth-Graders' Spelling in French; ; ;
in Applied Psycholinguistics (2018), 39(6), 1319-1343
Differential association of symbolic and non-symbolic numerical abilities in children with and without MLD – Evidence from large scale assessment data; ; ; ; ; ; ;
Poster (2018, September)
ÜGK Mathematik 2016: Auditergebnisse / Évaluation des COFO en mathématiques 2016 : Résultats de l’audit;
Presentation (2018, March 22)
Parcours scolaires et performance mathématique des élèves scolarisés au Luxembourg : Effet du contexte langagier et socio-économiques.; ; ; ; ; ;
Scientific Conference (2018, January 11)
Wie wirken sich Klassenwiederholungen in der Sekundarstufe 1 auf spätere Schulnoten aus? Eine Längsschnittanalyse; ; ;
Scientific Conference (2018, November)
Parcours éducatifs, multilinguisme et perspectives. Le deuxième rapport national sur l'éducation.; ; ;
in LUCET; SCRIPT (Eds.) Rapport National sur L'Éducation au Luxembourg 2018 (2018)
Bildungsverläufe, Mehrsprachigkeit und ein Ausblick auf die Zukunft. Der zweite Bildungsbericht für Luxemburg.; ; ;
in Lucet; Script (Eds.) Nationaler Bildungsbericht Luxembourg 2018 (2018)
Language influence on ninth-graders’ mathematics performance in a multilingual educational setting;
Scientific Conference (2018, December 16)
Language Choice and Achievement on a Bilingual Math Test in German-French biliterate ninth-graders in Luxembourg;
Scientific Conference (2018, November 09)
Achievement and Language Choice on a Bilingual Math Test in German-French biliterate ninth-graders;
Poster (2018, September)
Language influence on mathematics achievement in German-French biliterate ninth graders;
Scientific Conference (2018, August)
Language influence on mathematics achievement in French-German biliterate ninth graders;
Poster (2018, April)
L’influence de la langue et d’autres variables de contexte sur la réussite en mathématiques chez les élèves luxembourgeois.;
Scientific Conference (2018, January)
Faut-il lire, et que faut-il lire, pour mieux savoir lire? La compréhension de textes parmi les adolescents: tentative d'explication des différences interindividuelles; ; ; ;
Scientific Conference (2018, January 11)
Faut-il lire, et que faut-il lire, pour mieux savoir lire?; ; ; ;
Scientific Conference (2018, January)
Longitudinal development of students‘ competencies in Mathematics and German reading comprehension; ; ; ; ; ;
Scientific Conference (2018, November 09)
L'évaluation du système scolaire par les "Épreuves Standardisées" au LuxembourgConference given outside the academic context (2018)
2017
The effect of training morphosyntactic markers in German and in French on multilingual fifth-graders' spelling.; ; ;
Scientific Conference (2017, June 26)
Vers une démarche d’assurance-qualité pour les Épreuves Standardisées; ; ; ; ; ;
in Ugen, Sonja; Martin, Romain; Fischbach, Antoine (Eds.) Les Épreuves Standardisées : Comment sont-elles perçues par les acteurs concernés ? (2017)
Zusammenhänge zwischen Zahlenstrahlschätzfähigkeit, Mathematikleistung und Schülercharakteristika: Eine Vollerhebung mit 6484 Luxemburgischen Neuntklässlern; ; ;
Scientific Conference (2017, September)
Fërderung bei Lies- a Rechtschreifschwieregkeeten: Beispiller aus der Praxis;
Presentation (2017, May 24)
Les Épreuves Standardisées : Comment sont-elles perçues par les acteurs concernés ?; ;
Book published by University of Luxembourg: LUCET (2017)
2016
Reflexion über morphosyntaktische Strukturen im Deutschen und Französischen und deren Einfluss auf die Rechtschreibkompetenzen von 5.-Klässlern; ;
Scientific Conference (2016, September 20)
The effect of a French intervention on children´s spelling of morphosyntactic agreement.; ;
Poster (2016, July)
Luxemburg im internationalen Vergleich; ; ; ;
in SCRIPT; LUCET (Eds.) PISA 2015. Nationaler Bericht Luxemburg (2016)
Die PISA-Studie 2015; ; ; ; ; ;
in SCRIPT; LUCET (Eds.) PISA 2015. Nationaler Bericht Luxemburg (2016)
Zusammenfassung der Ergebnisse in Luxemburg; ; ; ;
in SCRIPT; LUCET (Eds.) PISA 2015. Nationaler Bericht Luxemburg (2016)
Résumé des résultats au Luxembourg; ; ; ;
in SCRIPT; LUCET (Eds.) PISA 2015. Rapport national Luxembourg (2016)
L’implication des élèves lors d’évaluations externes à faibles enjeux : Le cas de l’évaluation « Épreuves Standardisées » au Luxembourg; ; ; ; ; ;
Scientific Conference (2016, January)
Un bilan au terme de deux cycles complets d'évaluation; ;
in SCRIPT; LUCET (Eds.) PISA 2015. Rapport national Luxembourg (2016)
Bilanz nach zwei vollen Erhebungszyklen; ;
in SCRIPT; LUCET (Eds.) PISA 2015. Nationaler Bericht Luxemburg (2016)
Short-term and medium-term effects of grade retention in secondary school on academic achievement and psychosocial outcome variables; ; ; ; ; ;
in Learning and Individual Differences (2016), 50
Les inégalités dans les parcours scolaires au Luxembourg; ;
in Caritas (Ed.) Sozialalmanach 2016. Schwerpunkt: Inegalitéiten (2016)
Assessing spelling skills related to morphosyntax of German-French biliterate pupils in a multilingual educational context; ; ; ;
Poster (2016, March 12)
Befunde zum Luxemburger Regelschulwesen; ; ; ;
in SCRIPT; LUCET (Eds.) PISA 2015. Nationaler Bericht Luxemburg (2016)
Solving arithmetic problems in first and second language: Does the language context matter?; ; ; ;
in Learning and instruction (2016)
Speaking two languages with different number naming systems: What implications for magnitude judgments in bilinguals at different stages of language acquisition?; ; ; ;
in Cognitive processing (2016), 17(3), 225-41
2015
Les Épreuves Standardisées: Élément-clé du pilotage du système éducatif luxembourgeois; ; ; ;
in Éducation & Formations (2015), 86-87
Mise en place d’une démarche qualité pour le dispositif ÉpStan; ; ; ; ; ; ; ;
in Martin, Romain; Ugen, Sonja; Fischbach, Antoine (Eds.) Épreuves Standardisées: Bildungsmonitoring für Luxemburg. Nationaler Bericht 2011 bis 2013 (2015)
Unterschiede zwischen Schullaufbahnen; ; ; ; ;
in Martin, Romain; Ugen, Sonja; Fischbach, Antoine (Eds.) Épreuves Standardisées: Bildungsmonitoring für Luxemburg. Nationaler Bericht 2011 bis 2013 (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)
Kurz- und mittelfristige Effekte von Klassenwiederholungen in der luxemburgischen Sekundarstufe I auf die leistungsbezogene und psychoemotionale Entwicklung der Schülerinnen und Schüler; ; ; ; ; ;
Scientific Conference (2015, March)
Épreuves Standardisées: Bildungsmonitoring für Luxemburg. Nationaler Bericht 2011 bis 2013; ;
Book published by University of Luxembourg, LUCET (2015)
Herausforderungen und Perspektiven: Erfolgreich mit Heterogenität umgehen; ;
in Martin, Romain; Ugen, Sonja; Fischbach, Antoine (Eds.) Épreuves Standardisées: Bildungsmonitoring für Luxemburg. Nationaler Bericht 2011 bis 2013 (2015)
Épreuves Standardisées : Objectifs et méthodologie; ; ; ;
in Martin, Romain; Ugen, Sonja; Fischbach, Antoine (Eds.) Épreuves Standardisées: Bildungsmonitoring für Luxemburg. Nationaler Bericht 2011 bis 2013 (2015)
The relation between language and arithmetic in bilinguals: insights from different stages of language acquisition; ; ; ;
in Frontiers in Psychology (2015), 6
2014
"My questionnaire is too long!" The assessments of motivational-affective constructs with three-item and single-item measures; ; ; ; ; ; ;
in Contemporary Educational Psychology (2014), 39(3), 188-205
Konstruktion und Validierung einer domänenspezifischen Need for Cognition-Skala; ; ; ; ; ;
Scientific Conference (2014, September)
Need for Cognition: Messinvarianz, Domänenspezifität, Stabilität und prädiktive Validität; ; ;
Presentation (2014, January)
Kompetenzmessung im Bildungsbereich; ; ;
in Steffgen, Georges; Michaux, Gilles; Ferring, Dieter (Eds.) Psychologie in Luxemburg - Ein Handbuch (2014)
Befunde zu den Herausforderungen des luxemburgischen Schulsystems aus Sicht verschiedener large-scale Studien; ; ; ; ;
Presentation (2014, January)
Language influences number processing: the case of bilingual Luxembourg; ;
Scientific Conference (2014)
Assessing Mathematical Competencies within the Luxembourgish School Monitoring Program: Covering the range from 1st to 9th grade.; ; ; ; ; ; ; ;
Scientific Conference (2014, April)
Item Development and Test Compilation; ;
in Fischbach, Antoine; Ugen, Sonja; Martin, Romain (Eds.) ÉpStan Technical Report (2014)
The effect of languages on the production and recognition of numbers in German-French bilinguals; ;
Poster (2014, April)
2013
Luxemburger Schülerinnen und Schüler im internationalen Vergleich; ; ; ; ; ; ; ;
in SCRIPT; EMACS (Eds.) PISA 2012. Nationaler Bericht Luxemburg (2013)
PISA 2012 – Ziele der Studie und methodische Grundlagen; ; ; ; ; ;
in SCRIPT; EMACS (Eds.) PISA 2012. Nationaler Bericht Luxemburg (2013)
La mesure de la motivation et de l'effort des élèves dans le cadre des épreuves standardisées au Luxembourg; ; ; ; ;
Scientific Conference (2013, August)
Mädchen und Jungen; ; ; ; ; ; ;
in SCRIPT; EMACS (Eds.) PISA 2012. Nationaler Bericht Luxemburg (2013)
Unterschiede zwischen Schulformen und das Pilotprojekt PROCI; ; ; ; ; ; ;
in SCRIPT; EMACS (Eds.) PISA 2012. Nationaler Bericht Luxemburg (2013)
Herausforderungen und Perspektiven; ; ; ; ;
in SCRIPT; EMACS (Eds.) PISA 2012. Nationaler Bericht Luxemburg (2013)
Kompetenzerwerb in Bezug auf das sozioökonomische und kulturelle Umfeld; ; ; ; ; ; ;
in SCRIPT; EMACS (Eds.) PISA 2012. Nationaler Bericht Luxemburg (2013)
Einfluss des Sprachhintergrundes auf Schülerkompetenzen; ; ; ; ;
in SCRIPT; EMACS (Eds.) PISA 2012. Nationaler Bericht Luxemburg (2013)
The influence of language on exact additions in bilinguals.; ; ; ;
Scientific Conference (2013, May)
The influence of language on exact additions in bilingual pupils and adults.; ; ; ;
Poster (2013, March)
Zusammenfassung der Ergebnisse von PISA 2012 / Synthèse des résultats de PISA 2012; ; ; ; ; ; ; ;
in SCRIPT; EMACS (Eds.) PISA 2012. Nationaler Bericht Luxemburg (2013)
2012
Épreuves Standardisées: Ziele und methodische Grundlagen; ; ; ; ; ;
in Martin, Romain; Brunner, Martin (Eds.) Épreuves Standardisées. Nationaler Bericht 2011‐2012 (2012)
Schlussfolgerungen; ; ; ;
in Martin, Romain; Brunner, Martin (Eds.) Épreuves Standardisées. Nationaler Bericht 2011‐2012 (2012)
Befunde zum Migrationshintergrund und zum sozio-ökonomischen Familienhintergrund; ; ; ;
in Martin, Romain; Brunner, Martin (Eds.) Épreuves Standardisées. Nationaler Bericht 2011-2012 (2012)
The effect of language and mode on two-digit magnitude judgments in German-French bilingual adults; ; ; ;
Presentation (2012, July 17)
The effect of number syntax on two-digit magnitude judgments in German-French bilinguals.; ; ; ;
Poster (2012, February)
2011
Similarities and differences of Luxembourgish and Romanophone 12 year olds' spelling strategies in German and in French; ;
in Arend, Béatrice; Weber, Jean-Jacques (Eds.) Penser l'éducation de demain. Etudes en l'honneur de Dominique Portante. (2011)
Reading comprehension strategies of biliterate students in German and French; ; ; ; ; ; ;
Scientific Conference (2011, July)
2010
Zusammenfassung der Ergebnisse von PISA 2009; ; ; ; ; ; ;
in SCRIPT; EMACS (Eds.) PISA 2009. Nationaler Bericht Luxemburg (2010)
Luxemburger Schülerinnen und Schüler im internationalen Vergleich; ; ; ; ; ; ; ;
in SCRIPT; EMACS (Eds.) PISA 2009. Nationaler Bericht Luxemburg (2010)
Ein neues Strukturmodell akademischer Selbstkonzepte: Das nested Marsh/Shavelson Modell; ; ; ; ; ;
Scientific Conference (2010, September)
The structure of academic self-concepts revisited: The nested Marsh/Shavelson model; ; ; ; ; ;
in Journal of Educational Psychology (2010), 102(4), 964-981
Jungen und Mädchen; ; ; ; ; ; ;
in SCRIPT; EMACS (Eds.) PISA 2009. Nationaler Bericht Luxemburg (2010)
Implications pour le système scolaire luxembourgeois; ; ; ;
in SCRIPT; EMACS (Eds.) PISA 2009. Nationaler Bericht Luxemburg (2010)
Evaluation von Plurilingualität in einer multilingualen Gesellschaft: bloße Herausforderung und/oder Chance?; ; ; ;
Scientific Conference (2010, September)
Kompetenzerwerb in Bezug auf das kulturelle und sozio‐ökonomische Umfeld; ; ; ; ; ; ;
in SCRIPT; EMACS (Eds.) PISA 2009. Nationaler Bericht Luxemburg (2010)
2009
Similarities and differences of Luxembourgish and Romanophone 12 year old's spelling strategies in German and in French; ;
in Written Language and Literacy (2009), 12(1), 82-96
