Sarah Bormann
Academic employee (she/her)
Campus Golm
Karl-Liebknecht-Straße 24 - 25
14476 Potsdam
Haus 31 - Raum 1.04
consulting hours
Tuesdays, 13:00 - 14:00 (digital)
Wednesdays, 15:00 – 16:00 Uhr (1.04)
Main area of research
Main areas of research
Easy and simple language (especially in joint lessons)
Text comprehensibility and text relief
Support for pupils with reading difficulties
Support in the area of written language acquisition
Projects
Easy language in the school context (since 2017)
ELA-D - Development of easy tasks for the subject German (2018 - 2020)
KISS-Pro - Artificial Intelligence in Speech and Writing - Professionalisation concepts for and perspectives on the use of AI-based feedback systems and writing agents for language learning in schools (since 2023)
Memberships
Potsdam Graduate School (PoGS)
Vita
| Since 08/2017 | Academic employee, Inclusion Education - Focus on language support, University of Potsdam |
| 02/2016 – 07/2017 | Traineeship for the teaching profession primary level/sec I, degree: 2nd state examination |
| 09/2015 – 12/2016 | Research associate in the Heterogeneity and Inclusion Research Group, University of Potsdam |
| 12/2014 – 08/2015 | Test manager for the PIER study, Department of Psychology, University of Potsdam |
| 2013 – 2015 | Master of Education for secondary I/primary level at the University of Potsdam |
| 2009 – 2013 | Bachelor of Education for secondary I/primary level at the University of Potsdam |
Publications
Publications in peer-reviewed journals
Bormann, S. & Böhme, K. (2021). Attitudes of lower secondary school teachers towards the linguistic adaptation of factual texts and easy language. Der Deutschunterricht, 73 (1), 64-73.
Klassert, A., Bormann, S., Festman, J. & Gerth, S. (2018). Spelling of consonant clusters and morphological awareness in primary school pupils. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 50 (3), 115-125.
Other publications
Bormann, S. (2019). Possibilities of reducing the burden of factual texts in primary school on the basis of principles of easy language. Potsdam Centre for Empirical Inclusion Research (ZEIF), (5), 1-15.