Andrea Kulmhofer-Bommer

Before starting to work at the federal institute IQS, Andrea Kulmhofer-Bommer worked at the Department of School Education/Teacher Education, Karl-Franzens-University Graz, Austria, and as a classroom teacher. Currently she is involved in developing diagnostic tests as well as large scale assessments for Austrian EFL students. Andrea does research in Didactics, Language Education and Teacher Education. Her PhD project investigated the fidelity of implementation of a reading program for 3rd grade elementary school students in Austria with particular focus on developing reading skills in non-native speakers of German. One of her latest projects involve the investigation of cognitive processes involved in solving EFL reading test items in order to better support teachers in their decision making on individual and group support. Additionally, she works in international collaboration with Dr. Elke Schneider on different projects related to the field of foreign and second language learning and teaching with particular focus on students with difficulties. Thanks to Dr. Elke Schneider Andrea found her passion for teacher training and developed her research interest in the effectiveness and implementation of multisensory structured language instruction in various settings.

In addition to her research work Andrea also teaches English for specific purposes to students at Salzburg’s University of Applied Sciences and is a lecturer at the Department of Teacher Education at University of Graz and various other teacher training institutes around Austria.

ACHIEVEMENTS

• Reviewer for the International Dyslexia Association
• Reviewer for the International Journal of Listening

• MA in Teaching English and French as foreign language | University of Graz, Austria [2010]
• PhD in English and American studies with special focus on foreign and second language learning and instruction | University of Graz, Austria [2019]

• Basic Orton Gillingham Trainer | Issued by The Reading Institute, Minnesota, USA [2011]
• School development counsellor | Issued by College of Teacher Education Salzburg, Austria [2021]

• International Dyslexia Association | member [2009 - Present]
• IATEFL | member [2015 - Present]
• ÖFEB | member [2017 – Present]
• ÖGFD | member [2020 – Present]

Senior Researcher |  Federal Institute IQS, Salzburg, Austria [2020 – Present]

• Development of the nationwide assessment of English as a foreign language
• Teacher trainings
• Development of materials for teachers and other stakeholders
• Research in the field of foreign/second language instruction and teacher training effectiveness,

Lecturer |  University of Graz, Graz, Austria [2019 - 2021]

• Teacher training with special focus on quality assurance and evaluation in schools including development of instruction

Team leader  |  Federal Institute BIFIE  [2015 - 2019]

• Overseeing the development of the nationwide assessment of English as a foreign language
• Developing test items, running teacher trainings

Project member  |  University of Graz, Graz, Austria  [2013 - 2014]

• Materials development and data collection in the project LARS (Improving Language and Reading Skills in Children with German as a first or second language)

Classroom Teacher  |  Graz, Austria  [2011 - 2015]

• Teaching English and French as foreign languages to students in grades 5 to 12

• Illetschko, M., Kulmhofer-Bommer, A., Süss-Stepancik, E., George, A. C. & Wisner, C. (2020). Aufgabenkulturen – die Entwicklung von Lernaufgaben aus Testitems. [Task cultures – the development of learning tasks from test items] In: Greiner, U., Hofmann, F., Schreiner, C. & Wiesner, C. (Hrsg.). Kompetenzorientierung und Qualitätsentwicklung im Schulsystem. Salzburger Beiträge zur Lehrer/innen/bildung. Bd. 7. S. 422-463.
• Schreiner, C., Gniewosz, B., Wiesner, C., Steiger, A., Kulmhofer-Bommer, A. & Egger, M. (2019). Einstellungen der Schüler/innen zum Fach und zum Lernen: Freude am Fach, fachbezogenes Selbstkonzept und ihr Zusammenhang mit den fachlichen Leistungen. [Students‘ attitudes towards subjects and learning: joy about the subject, subject-related self-concept and their relation to subject specific performances] In: George, A. C., Schreiner, C., Wiesner, C., Pointinger, M. & Pacher, K. (Hrsg.). Fünf Jahre flächendeckende Bildungsstandardüberprüfung in Österreich. Vertiefende Analyse zum Zyklus 2012 bis 2016. Münster: Waxmann. S. 139-159.
• Toferer, B., Wiesinger, L. & Kulmhofer-Bommer, A. (2019). Unterrichtgestaltung und –disziplin sowie Selbstwirksamkeit von Lehrkräften. [Instruction, Classroom Management and Self-efficacy of teachers] In: Schmich, J. & Itzlinger-Bruneforth, U. (Hrsg.). TALIS 2018 (Band 1). Rahmenbedingungen des schulischen Lehrens und Lernens aus Sicht von Lehrkräften und Schulleitungen im internationalen Vergleich. Graz: Leykam. S. 57-67
• Kulmhofer-Bommer, A. (2019). Leseunterricht in heterogenen Settings gestalten: Einblicke und Ausblicke. [Reading instruction in heterogeneous settings: Insights and Outlooks] In: Paleczek, L. & Seifert, S. (Hrsg.). Inklusive(r) Leseunterricht: Leseentwicklung, Diagnostik und Konzepte. Berlin: Springer. S. 339-366
• Paleczek, L., Seifert S., Kulmhofer-Bommer, A. & Waldmüller, K. (2019). LARS – Ein Leseförderprogramm mit Wortschatzarbeit und differenzierten Materialien für den inklusiven Unterricht in der Grundschule. [LARS – A reading program including vocabulary development and differentiated materials for inclusive instruction in primary school] In: Paleczek, L. & Seifert, S. (Hrsg.). Inklusive(r) Leseunterricht: Leseentwicklung, Diagnostik und Konzepte. Berlin: Springer. S. 283-312
• Mewald, C., Allan, D. & Kulmhofer, A. (2018). The development of the Austrian Educational Standards Test for Englisch Listening at grade 8. In Sgott G. (Ed.). Language Testing in Austria: Taking Stock. Language Testing and Evaluation Vol. 40. Berlin: Peter Lang. Pp 65-84.
• Siller, K. & Kulmhofer, A. (2018). The development of the Austrian Educational Standards Test für English Reading at grade 8. In Sigott G. (Ed.). Language Testing in Austria: Taking Stock. Language Testing and Evaluation Vol. 40. Berlin: Peter Lang. Pp 85-108
• Kulmhofer A. & Siller K. (2018). The development of the Austrian Educational Standards Test for English Writing at grade 8. In Sigott G. (Ed.). Language Testing in Austria: Taking Stock. Language Testing and Evaluation Vol. 40. Berlin: Peter Lang. Pp 129-151.

• Siller, K., Kulmhofer-Bommer, A. & Kipman, U. (in press). Cognitive Processes and Foreign Language Reading: Investigating Students’ Test Taking Behavior with a Reflective Questionnaire. International Journal of TESOL Studies, 4 (1), 66–79. https://doi.org/10.46451/ijts.2022.01.06
• Schneider, E. & Kulmhofer-Bommer, A. (2022). Let’s play: Building Oral Competencies of English Learners in K-3 Settings Through Playful Activities. Dimensions, 50 (1), 19–36.
• Kulmhofer-Bommer, A. (2022). They know what they are doing … really? Teacher preparedness to address the need of dyslexic non-native speakers. Dystinct, 8, 132–144.
• Schwab, S., Kulmhofer-Bommer, A., Hoffmann, L. & Goldan, J. (2021). Maths, German, and English teachers‘ student specific self-efficacy – is it a matter of students‘ characteristics? Educational Psychology, DOI: 1080/01443410.2021.1934405
• Siller, K. & Kulmhofer-Bommer, A. (2021). Selbstreguliertes Lesen in Englisch. Ergebnisse einer Pilotstudie zur Entwicklung eines Fragebogeninstruments. [Self-regulated reading in English. Results of a pilot study developing a questionnaire] PhScript, 16. S. 60-63.
• Fritz, A. & Kulmhofer-Bommer, A. (2020). Evidenzbasierte Unterrichtsentwicklung durch Bildungsstandards und Kompetenzmessungen in Österreich. [Evidence based development of instruction suppoted by educational standards and competence measurement in Austria]. Erziehung und Unterricht, 170 (7–8), 573–581.
• Kulmhofer, A., Freunberger, R. & Itzlinger-Bruneforth, U. (2016). Sinnerfassendes Lesen in Deutsch und Englisch: ein Vergleich auf Grundlage einer repräsentativen Untersuchung in Österreich. [Reading comprehension in German and English: a comparison based on a representative investigation in Austria]. Zeitschrift für Bildungsforschung, 6 (3), 307–324.
• Schneider, E. & Kulmhofer, A. (2016). Helping struggling learners of English as an additional language succeed with interactive multisensory structured strategies. BELT - Brazilian English Language Teaching Journal. 7. 3. 10.15448/2178-3640.2016.1.23215.
• Seifert, S. & Kulmhofer-Bommer, A. & Paleczek, L., Schwab, S. & Gasteiger-Klicpera, B. (2016). Suggestions for Vocabulary Focused Reading Lessons for Mainstream Classrooms Addressing Both L1 and L2 Learners. Early Childhood Education Journal. 10.1007/s10643-015-0762-x.
• Ruhm, R., Leitner-Jones, C., Kulmhofer, A., Kiefer, T., Mlakar, H. & Itzlinger-Bruneforth, U. (2016). Playing the recording once or twice: Effects on listening test performances. International Journal of Listening, 30 (1–2), 67–83.

• Schneider, E. & Kulmhofer-Bommer, A. (2021). Improving phonics skills with authentic reading materials and MSL strategies. Vortrag im Rahmen der Annual International Dyslexia Association Conference, virtuelle Veranstaltung.
• Kulmhofer-Bommer, A. & Schneider, E. (2021). Research- Evidenced Ways to Learn Another Language With Dyslexia. Posterpräsentation im Rahmen der Annual International Dyslexia Association Conference, virtuelle Veranstaltung.
• Schneider, E. & Kulmhofer-Bommer, A. (2021). Mastering grammar gremlins in academic writing wit explicit, multimodal, and metacognitive strategies. Vortrag im Rahmen der Annual International Dyslexia Association Conference, virtuelle Veranstaltung.
• Kulmhofer-Bommer, A. (2021). I Proudly Present: Teaching Presentation Skills in the EAP Context Remotely. Vortrag im Rahmen der 1. AKS-Online-Konferenz der Arbeitskreise der Sprachenzentren an Hochschulen (AKS) e.V., virtuelle Veranstaltung.
• Kulmhofer-Bommer, A. & Schneider, E. (2021). Explicit MSML Grammar Learning with Authentic Children’s Literature for Students with Dyslexia. IDA Power Session 15 – Practitioners: English Learners, Multilinguals, and Cross-Cultural Aspects. Presentation available online: https://idatv.org/programs/power-session-15mp4-246228?categoryId=66799
• Schneider, E. & Kulmhofer-Bommer, A. (2020). Mastering Academic Vocabulary The MSML Way for Native and Nonnative Speakers with Dyslexia. Vortrag im Rahmen der Annual International Dyslexia Association Conference, virtuelle Veranstaltung.
• Illetkschko, M., Eibl, S., Winter, S., Kulmhofer-Bommer, A., von Eichhorn, G. (2019). Lehrerprofessionalität, Unterrichtsentwicklung & Schriftlichkeit in den Fächern Deutsch und Englisch: Kriteriale Bewertung von Texten in Schulung und Schule. Vortrag im Rahmen des Symposiums „Kompetenzmessung, Lehrerprofessionalität und Unterrichtsentwicklung“ im Rahmen der jährlichen ÖFEB Tagung, Linz, AUT.
• Kulmhofer-Bommer, A. & George, A. C. (2019). Lehrerprofessionalität, Unterrichtsentwicklung und Mündlichkeit im Fach Englisch: „Wofür brauchen wir das überhaupt?“ – Perzeption von Lernstandserhebungen aus der Perspektive von Lehrer/innen. Vortrag im Rahmen des Symposiums „Kompetenzmessung, Lehrerprofessionalität und Unterrichtsentwicklung“ im Rahmen der jährlichen ÖFEB Tagung, Linz, AUT.
• Neubacher, M. & Kulmhofer-Bommer, A. (2019). Die Nutzung der englischen Sprache in der Freizeit als Mediator für den Kompetenzerwerb? Vortag im Rahmen der jährlichen ÖFEB Tagung, Linz, AUT.
• Rothe, E., Freunberger, R. & Kulmhofer-Bommer, A. (2019). Der Mehrwert informeller Kompetenzmessung für die Unterrichtspraxis: Ein Blick auf den Kompetenzerwerb in der Fremdsprache Englisch. Posterpräsentation im Rahmen der jährlichen ÖFEB Tagung, Linz, AUT.
• Kulmhofer-Bommer, A., George, A. C., Siller, K., Wick-Eckl, M. (2019). Exploring Foreign Lanugage Reading Skills: Adapting A Cognitive Diagnostic Approach for Assessment And Instruction. Vortrag im Rahmen der jährlichen ECER Tagung, Hamburg, GER.
• Siller, K. & Kulmhofer-Bommer, A. (2019). Reading for success: investigating readers’ cognitive processes in Austrian EFL reading tests. Posterpräsentation im Rahmen der jährlichen EALTA Tagung, Dublin, IRL.
• Kulmhofer-Bommer, A. & Schneider, E. (2018). Second and foreign language learning challenges for dyslexic learners: a multilingual approach. Vortrag im Rahmen der Annual International Dyslexia Association Conference, Mashantucket, CT, USA.
• Kulmhofer-Bommer, A., Schwab, S., Goldan, J. & Hoffmann, L. (2018). It’s not me, it’s him – student specific differences in teachers’ self-efficacy. Vortrag im Rahmen der ECER, Bozen, Italien.
• Kulmhofer, A. & Schneider, E. (2017). Improving writing skills of dyslexic native and non-native speakers of English with MSML „Tricks of the Trade“. Vortrag im Rahmen der Annual International Dyslexia Association Conference, Atlanta, GA, USA.
• Neubacher, M., Kulmhofer, A., Itzlinger-Bruneforth, U. & Paasch D. (2017). Außerschulische Aktivitäten von Schülerinnen und Schülern als Ausdruck sozialer Ungleichheit? Vortrag im Rahmen des ÖFEB Kongresses, Feldkirch.
• Kulmhofer, A., Freunberger, R. & Itzlinger-Bruneforth U. (2017). Investigating the impact of foreign or second language on performances on reading comprehension tests: a comparison based on a representative study in Austria. Posterpräsentation im Rahmen der Porto ICRE Tagung, Porto.
• Kulmhofer, A. (2017). With eyes wide open: the impact of classroom observations on professional development programs. Vortrag im Rahmen der Porto ICRE Tagung, Porto.
• Luger-Bazinger, C. & Kulmhofer A. (2017). Summative and Formative Competence Assessment in Austria. Workshop im Rahmen der EERA Summer School 2017 zu “Methods and Methodology in Educational Research”, Salzburg.
• Kulmhofer, A., Schimboeck, C. & Graf, D. (2017). Meeting student needs through informal assessment OR do I know what I need to know? Posterpräsentation im Rahmen der 6. Internationalen ALTE Konferenz, Bologna.
• Kulmhofer, A. & Schneider, E. (2016). Being all ears: MSL strategies to enhance academic oral-language competencies of native and non-native speakers with dyslexia. Vortrag im Rahmen der Annual International Dyslexia Association Conference, Orlando, FL, USA.
• Moser, A., Kletzenbauer, P. & Kulmhofer, A. (2016). Text composition strategies: supporting struggling learners through scaffolding and feedback. Vortrag im Rahmen der Annual International Dyslexia Association Conference, Orlando, FL, USA.
• Schneider, E. & Kulmhofer, A. (2016). Facing Common Grammar Gremlins: MSL Strategies to turn native and non-native speakers of English with dyslexia into confident academic language users. Vortrag im Rahmen der Annual International Dyslexia Association Conference, Orlando, FL, USA.
• Schneider, E. & Kulmhofer, A. (2015). Helping native and nonnative speakers of English with dyslexia conquer content area / content core reading and writing expectations: an MSL approach. Vortrag im Rahmen der Annual International Dyslexia Association Conference, Grapevine, TX, USA.
• Kulmhofer, A. & Schneider, E. (2015). How prepared are foreign language teachers in explicit multisensory instruction of English in Austria? Results of a study with implications for others. Posterpräsentation im Rahmen der Annual International Dyslexia Association Conference, Grapevine, TX, USA.
• Kulmhofer, A. (2015). Teaching and Assessing Writing. Vortrag im Rahmen des Symposiums „National Educational Standards in English: assessment and impact”, ÖFEB Kongress 2015, Klagenfurt.
• Kulmhofer, A., Robitzsch, A. & Itzlinger-Bruneforth, U. (2015). Schreibkompetenz in der Fremdsprache Englisch: Untersuchungen zur Reliabilität von Rating Skalen. Vortrag im Rahmen der 80. Tagung der AEPF, Göttingen.
• Kletzenbauer, P. & Kulmhofer, A. (2015). However, while, thus… how to teach transitions successfully. Vortrag im Rahmen der 49. IATEFL Konferenz, Manchester, UK.
• Schneider, E., Almeida, F., & Kulmhofer, A. (2014). Cross-Linguistic Interventions of Spelling Issues for Students with Dyslexia in Native and Second/Foreign Languages: Examples from Four Languages. Posterpräsentation im Rahmen der 65. Annual International Dyslexia Association Conference, San Diego, USA
• Schneider, E., Kulmhofer, A. & Csiszer, B. (2014). Enhancing Native and Non-Native Speakers’ Vocabulary and Learning Skills with MSL Morphology Instruction: International Case Study Results. Vortrag im Rahmen der 65. Annual International Dyslexia Association Conference, San Diego, USA
• Schneider, E. & Kulmhofer, A. (2013). Helping Students with Dysleixa Succeed in Foreign or Second Language Classes with MSL Learning, Study and Test Taking Strategies. Vortrag im Rahmen der 64. Annual International Dyslexia Association Conference, New Orleans, USA
• Kulmhofer, A. & Schneider, E. (2013). How Can MSL-Based Spelling Inventories Help Inform Instruction for Dyslexic Students in Foreign or Second Language Classes? Vortrag im Rahmen der 64. Annual International Dyslexia Association Conference, New Orleans, USA
• Schneider, E. & Kulmhofer, A. (2012). Cool Your Jets: Remediating Difficulties with Figurative Language of Dyslexic Native and Non-Native Speakers Using MSL Principles. Posterpräsentation im Rahmen der 63. Annual International Dyslexia Association Conference, Baltimore, USA
• Kulmhofer, A. (2011). Comparative Spelling and Reading Error Analysis of a German Speaking-Speaking Dyslexic In German and English and French as Foreign Languages. Posterpräsentation im Rahmen der 62. Annual International Dyslexia Association Conference, Chicago, USA
• Schneider, E. & Kulmhofer, A. (2011). MSL Letter-Sound Awareness Practice with Authentic Children’s Literature for Native and Non-Native Speakers of English with Dyslexia. Präsentation im Rahmen der 62. Annual International Dyslexia Association Conference, Chicago, USA
• Schneider, E. & Kulmhofer, A. (2011). Cross-Linguistic Essentials and Teaching Strategies for Working with Dyslexic Second Language Learners: Examples from English, German and French. Posterpräsentation im Rahmen der 62. Annual International Dyslexia Association Conference, Chicago, IL, USA
• Schneider, E., Richardson, E. & Kulmhofer, A. (2010). MSL Grammar instruction with children’s literature. Präsentation im Rahmen der 61. Annual International Dyslexia Association Conference, Phoenix, AZ, USA

• Carneveale, C. & Kulmhofer-Bommer, A. (2019).
  E-lecture: Einführung – Einführung in das Kompetenzmodell GK4 für den Englischunterricht. [E-lecture introduction – Introduction to the competence model GK4 for English instruction in primary school]. https://www.schule.at/startseite/detail/englisch-in-der-volksschule-von-seiner-beliebigkeit-befreien-yes-we-can.html
• Kulmhofer, A., Paßler, A. & Schlocker, E. (2018) Orientierung im Anfangsunterricht Englisch in der 5. Schulstufe: Kompetenzeinschätzung und Unterrichtsideen. [Orientation for beginners classes in English for grade 5: Competence diagnosis and ideas for instruction]. Graz: OESZ (Hrsg.). https://www.oesz.at/download/publikationen/oa5_broschuere_dina5_2017_web.pdf