Publikationen
Decristan, J., Bertram, V., Reitenbach, V., Schneider, K. M., Köhler, C., & Rauch, D. P. (2023). Linguistically responsive reciprocal teaching in primary school: Effectiveness of an intervention study on students’ reading competence. Journal of Multilingual and Multicultural Development, 4102–4120. https://doi.org/10.1080/01434632.2022.2141757
Decristan, J., Jansen, N. C., & Fauth, B. (2023). Student participation in whole-class discourse: individual conditions and consequences for student learning in primary and secondary school. Learning and Instruction.
Dietze, T., Wolf, L. M., Moser, V., & Kuhl, J. (2023). Fragmentation Management from Policy to Practice. Special Educational Needs Teachers (SEN Teachers) in Mainstream Schools in Germany. In P. Aasen. T. S. Prøitz & W. Wermke. From Education Policy to Education Practice, Policy Implications of Research in Education (S. 174–194). Springer. https://doi.org/10.1007/978-3-031-36970-4_10
Dignath, C., Van Ewijk, R., Perels, F., & Fabriz, S. (2023). Let Learners Monitor the Learning Content and Their Learning Behavior! A Meta-analysis on the Effectiveness of Tools to Foster Monitoring. Educational Psychology Review, Band (2).
Dudda, S., von Hagen, A., & Büttner, G. (2023). Effectiveness of School-Based Prevention Programs on Mental Health Literacy: A Systematic Review and Meta-Analysis Protocol. Neuropsicologia, psicoterapia e riabilitazione.
Ehm, J. -H., Schmitterer, A. M. A., Nagler, T., & Lervåg, A. (2023). The underlying components of growth in decoding and reading comprehension. Findings from a 5-year longitudinal study of German speaking children. Scientific Studies of Reading, Band (4).
Eppinger Ruiz de Zarate, A., Thiel, A., Sudeck, G., Dierkes, K., John, J. M., Nieß, A. M., & Gawrilow, C. (2023). Well-Being of Adolescents During the COVID-19 Pandemic. Zeitschrift Für Psychologie, Band (2), 83–92. https://doi.org/10.1027/2151-2604/a000518
Falck, J., Zhang, L., Raffington, L., Mohn, J. J., Triesch, J., Heim, C., & Shing, Y. L. (2023). Longitudinal Changes in Value-based Learning in Middle Childhood: Distinct Contributions of Hippocampus and Striatum. eLife.
Fischbach, A., Thomas, K., Zaric, J., Hasselhorn, M., & Schulte-Körne, G. (2023). LONDI: System zur Professionalisierung des Umgangs mit Lernschwierigkeiten. Praxis Schulpsychologie, Band (36), 10.
Galeano-Keiner, E., Pakzad, S., Brod, G., & Bunge, S. A. (2023). Examining the role of attentional allocation in working memory precision with pupillometry in children and adults. Journal of Experimental Child Psychology.
Gawrilow, C. (2023). Lehrbuch ADHS. Ernst Reinhardt Verlag. https://elibrary.utb.de/doi/book/10.36198/9783838559995
Grewe, O., Zucker, V., Todorova, M., Möller, K., & Meschede, N. (2023). Förderung der professionellen Unterrichtswahrnehmung und der Selbstwirksamkeitsüberzeugungen von Masterstudierenden bzgl. sprachsensibler Maßnahmen im naturwissenschaftlichen Sachunterricht. Zeitschrift für Didaktik der Naturwissenschaften, Band (1).
Grimm, A., & Domahs, U. (2023). The acquisition of consonant clusters and word stress by early second language learners of German: Evidence for cross-linguistic influence?. Linguistic Approaches to Bilingualism. https://doi.org/10.1075/lab.21026.gri
Hack-Cengizalp, E., David-Erb, M., & Corvacho del Torro, I. (2023). Mehrsprachigkeit und Bildungspraxis. WBV.
Hartmann, D., Brandenburg, J., Visser, L., Mähler, C., Hasselhorn, M., & Schwenck, C. (2023). Psychische Auffälligkeiten als schulrelevante Belastungen: Eine Einführung. In C. Mähler. M. Hasselhorn & C. Schwenck. Diagnostik und schulische Interventionsmöglichkeiten bei psychischen Auffälligkeiten (S. 1). Hogrefe Verlag.
Hartmann, D., Brandenburg, J., Visser, L., Mähler, C., Hasselhorn, M., & Schwenck, C. (2023). Psychische Auffälligkeiten als schulrelevante Belastungen. Tests und Trends in der pädagogisch-psychologischen Diagnostik, 1–15.
Hasselhorn, M., Mähler, C., & Schwenck,C. (2023). Diagnostik und schulische Interventionsmaßnahmen bei psychischen Auffälligkeiten. Hogrefe.
Henschel, S., Heppt, B., & Hardy, I. (2023). Structure and associations of science vocabulary, general academic vocabulary, and science knowledge. The Journal of Educational Research, Band (6), 356–370. https://doi.org/10.1080/00220671.2023.2269545
Heppt, B., Henschel, S., Hardy, I., & Gabler, K. (2023). Instructional support in inquiry-based elementary school science classes: How does it relate to students’ science content knowledge and academic language proficiency?. European Journal of Psychology of Education, Band (38), 1377–1401. https://doi.org/10.1007/s10212-022-00653-6
Irmer, A., & Schmiedek, F. (2023). Associations between youth’s daily social media use and well-being are mediated by upward comparisons. Communications Psychology.