Principal Investigator
Carina Lüke’s research interests are in the area of communication and language acquisition in mono- and multilingual children, the identification and intervention in children with Developmental Language Disorders (DLD) and especially, the multimodal use of gestures and speech in typically an atypically developing children. She received her education in Rehabilitation Sciences (TU Dortmund University) and Clinical Linguistics (Bielefeld University), completed her Ph.D. 2015 at TU Dortmund University on the predictive value of early pointing gestures for later language skills in children. Since 2020 she is a full professor for Special Education and Therapy in Language and Communication Disorders at the University of Würzburg, were she also heads the Lab for Communication and Language (FoKuS). Within ViCom she is one of the PI of the project Modality-Specific Effects on Language Processing in Children with Developmental Language Disorder.
About
University of Würzburg
carina.lueke@uni-wuerzburg.de
Project
Modality-Specific Effects on Language Processing in Children with Developmental Language Disorder
Selected Publications
- Lüke, C., Liszkowski, U., & Ritterfeld, U. (2022). In bilinguals’ hands: Identification of bilingual, preverbal infants at risk for language delay. Frontiers in Pediatrics, 10:878163.
- Lüke, C., Ritterfeld, U., Grimminger, A., Rohlfing, K. J. & Liszkowski, U. (2020). Integrated communication system: Gesture and language acquisition in typically developing children and children with LD and DLD. Frontiers in Psychology, 11:118.
- Lüke, C., Ritterfeld, U., Grimminger, A., Liszkowski, U., & Rohlfing, K. J. (2017). Development of pointing gestures in children with typical and delayed language acquisition. Journal of Speech, Language, and Hearing Research, 60, 3185-3197.
- Lüke, C., Grimminger, A., Rohlfing, K. J., Liszkowski, U. & Ritterfeld, U. (2017). In infants’ hands: Identification of preverbal infants at risk for primary language delay. Child Development, 88, 484-492.
- Lüke, C. & Ritterfeld, U. (2014). The influence of iconic and arbitrary gestures on novel word learning in children with and without SLI. Gesture, 14, 204-225.