UB Paderborn / Katalog / Suche / in CDI

L1-educational studies in language and literature, 2012-01, Vol.12 (Special issue interpretation of literature), p.24-12:Special issue interpretation of literature<24

2012

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Controlling Presentation Speed, Labels, and Tooltips in Interactive Animations

Journal of media psychology, 2010, Vol.22 (4), p.160-170

2010

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Functional literacy of young Guyanese adults

International review of education, 2000, Vol.46 (1-2), p.93-2<93-116

Jennings, Zellynne

2000

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The contribution of schooling to literacy in Guatemala

International review of education, 1997, Vol.43 (4), p.283-298

1997

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Raising basic education levels in rural Bangladesh: The impact of a non-formal education programme

International review of education, 1999, Vol.45 (1), p.5-26

1999

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Remarques critiques à propos de l'enqête internationale sur la litteratie

International review of education, 2000, Vol.46 (5), p.407-417

Manesse, Daniele

2000

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What Makes Learners Overestimate Their Text Comprehension? The Impact of Learner Characteristics on Judgment Bias

Educational psychology review, 2022-12, Vol.34 (4), p.2405-2450

2022

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Reading to learn? The co‐development of mathematics and reading during primary school

Child development, 2022-11, Vol.93 (6), p.1760-1776

2022

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Controlling Speed in Component Skills of Reading Improves the Explanation of Reading Comprehension

Journal of educational psychology, 2021-07, Vol.113 (5), p.861-878

2021

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The Dimensionality of Reading Self-Concept: Examining Its Stability Using Local Structural Equation Models

Assessment (Odessa, Fla.), 2023-04, Vol.30 (3), p.873-890

2023

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Why should I read? – A cross-cultural investigation into adolescents' reading socialisation and reading attitude

International review of education, 2013-06, Vol.59 (1), p.87-112

2013

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The impact of phonological-awareness and rapid-reading training on the reading skills of adolescent and adult neoliterates

International review of education, 2004, Vol.50 (1), p.53-71

2004

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Embodied Cognition, affects and language comprehension: Theoretical basis and (literary-)didactic perspectives of a physically-emotionally grounded model of understanding

Phenomenology and the cognitive sciences, 2021-07, Vol.20 (3), p.483-499

Odendahl, Johannes

2021

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The importance of parents for key outcomes among socio-economically disadvantaged students: Parents’ role in emergency remote education

Social psychology of education, 2023-12, Vol.26 (6), p.1565-1591

2023

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Is it all about the setting? — A comparison of mathematical modelling with real objects and their representation

Educational studies in mathematics, 2023-06, Vol.113 (2), p.307-330

Jablonski, Simone

2023

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Is integration always most adaptive? The role of cultural identity in academic achievement and in psychological adaptation of immigrant students in Germany

Journal of youth and adolescence, 2018-01, Vol.47 (1), p.16-37

2018

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Implicit and explicit measures of teaching self‐efficacy and their relation to cultural heterogeneity: differences between preservice and in‐service teachers

Journal of research in special educational needs, 2019-12, Vol.19 (S1), p.24-35

2019

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Supplementary questionnaire and nonresponse-results from the German ISSP survey

Quality & quantity, 2010-06, Vol.44 (4), p.607-622

Hufken, Volker

2010

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Professional background and working practices of consultants in school development: Initial empirical findings from Germany

Journal of educational change, 2015-02, Vol.16 (1), p.27-52

2015

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Controlling speed in component skills of reading improves the explanation of reading comprehension

The Twofold Multidimensionality of Academic Self-Concept: Domain Specificity and Separation Between Competence and Affect Components

Impact of a Teacher-Led Intervention on Preference for Self-Regulated Learning, Finding Main Ideas in Expository Texts, and Reading Comprehension

The time on task effect in reading and problem solving is moderated by task difficulty and skill. Insights from a computer-based large-scale assessment

Dysfluent Reading in the Absence of Spelling Difficulties: A Specific Disability in Regular Orthographies

The role of first-language listening comprehension in second-language reading comprehension

Beyond functional aspects of reading literacy: Theoretical structure and empirical validity of literary literacy

Controlling Presentation Speed, Labels, and Tooltips in Interactive Animations

Functional literacy of young Guyanese adults

The contribution of schooling to literacy in Guatemala

Raising basic education levels in rural Bangladesh: The impact of a non-formal education programme

Remarques critiques à propos de l'enqête internationale sur la litteratie

What Makes Learners Overestimate Their Text Comprehension? The Impact of Learner Characteristics on Judgment Bias

Reading to learn? The co‐development of mathematics and reading during primary school

Controlling Speed in Component Skills of Reading Improves the Explanation of Reading Comprehension

The Dimensionality of Reading Self-Concept: Examining Its Stability Using Local Structural Equation Models

Why should I read? – A cross-cultural investigation into adolescents' reading socialisation and reading attitude

The impact of phonological-awareness and rapid-reading training on the reading skills of adolescent and adult neoliterates

Embodied Cognition, affects and language comprehension: Theoretical basis and (literary-)didactic perspectives of a physically-emotionally grounded model of understanding

The importance of parents for key outcomes among socio-economically disadvantaged students: Parents’ role in emergency remote education

Is it all about the setting? — A comparison of mathematical modelling with real objects and their representation

Is integration always most adaptive? The role of cultural identity in academic achievement and in psychological adaptation of immigrant students in Germany

Implicit and explicit measures of teaching self‐efficacy and their relation to cultural heterogeneity: differences between preservice and in‐service teachers

Supplementary questionnaire and nonresponse-results from the German ISSP survey

Professional background and working practices of consultants in school development: Initial empirical findings from Germany

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