Continuous texts or word lists? – Exploring the effects and the process of repeated reading depending on the reading material and students’ reading abilities

Ehlert, M., Beck, J., Förster, N., & Souvignier, E. (2025)

In: Reading and Writing, 38, 745-764. doi:10.1007/s11145-024-10536-5

Research article (journal) | Peer reviewed | Published

Mobile learning in the classroom – Should students bring mobile devices for learning, or should these be provided by schools?

Laumann, D.; Krause, M.; Kremer, F. E.; Leibrock, B.; Ubben, M. S.; Forthmann, B.; Janzik, R.; Masemann, D.; Reer, F.; Denz, C.; Greefrath, G.; Heinicke, S.; Marohn, A.; Quandt, T.; Souvignier, E.; Heusler, S. (2025)

In: Education and Information Technologies, 30(7), 9463-9496. doi:10.1007/s10639-024-13213-w

Research article (journal) | Peer reviewed | Published

Kurz- und mittelfristige Effekte papierbasierter und digitaler Leseförderung auf die Leseflüssigkeit und das Leseverständnis von Grundschüler*innen

Bellinghausen, Samuel; Ehlert, Mareike; Souvignier, Elmar (2025)

In: 10. Dortmunder Symposium der Empirischen Bildungsforschung, 03.07.2025 - 04.07.2025, Dortmund, Germany.

Poster | Published

Förderung der Lesekompetenz: Prinzipien, Programme und Implementation

| Peer reviewed

Der Einfluss von Testen auf den Transfer beim Lernen von historischen Aussagen

In: .

| Peer reviewed

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Continuous texts or word lists? – Exploring the effects and the process of repeated reading depending on the reading material and students’ reading abilities Ehlert, M., Beck, J., Förster, N., & Souvignier, E. (2025) In: Reading and Writing, 38, 745-764. doi:10.1007/s11145-024-10536-5 Research article (journal) \| Peer reviewed \| Published
Context counts: Unveiling the impact of achievement level on teachers’ text assessment Strahl, Frederike; Jansen, Thorben; Kilian, Jörg; Reble, Raja; Schneider, Rebecca; Möller, Jens (2025) In: Learning and Instruction, 95, 102046. doi:10.1016/j.learninstruc.2024.102046 Research article (journal) \| Peer reviewed \| Published
Mobile learning in the classroom – Should students bring mobile devices for learning, or should these be provided by schools? Laumann, D.; Krause, M.; Kremer, F. E.; Leibrock, B.; Ubben, M. S.; Forthmann, B.; Janzik, R.; Masemann, D.; Reer, F.; Denz, C.; Greefrath, G.; Heinicke, S.; Marohn, A.; Quandt, T.; Souvignier, E.; Heusler, S. (2025) In: Education and Information Technologies, 30(7), 9463-9496. doi:10.1007/s10639-024-13213-w Research article (journal) \| Peer reviewed \| Published
It’s about time! Teachers’ perspectives on supportive and hindering contextual conditions for implementing innovations in schools Ehlert, Mareike; Adloff, Marie; Souvignier, Elmar (2025) In: Education Inquiry, 1, 1-20. doi:10.1080/20004508.2025.2454083 Research article (journal) \| Peer reviewed \| Published
Kurz- und mittelfristige Effekte papierbasierter und digitaler Leseförderung auf die Leseflüssigkeit und das Leseverständnis von Grundschüler*innen Bellinghausen, Samuel; Ehlert, Mareike; Souvignier, Elmar (2025) In: 10. Dortmunder Symposium der Empirischen Bildungsforschung, 03.07.2025 - 04.07.2025, Dortmund, Germany. Poster \| Published
The role of teachers’ emotions and their assessment in professional development research: A systematic review In: , . \| Peer reviewed
Förderung der Lesekompetenz: Prinzipien, Programme und Implementation \| Peer reviewed
Effects of student-owned and provided mobile devices on mathematical modeling competence: investigating interaction effects with problematic smartphone use and fear of missing out In: , . \| Peer reviewed
Der Einfluss von Testen auf den Transfer beim Lernen von historischen Aussagen In: . \| Peer reviewed
Wirksamkeit einer digitalen Umsetzung des Leseförderprogramms "Der Lese-Sportler" In: . \| Peer reviewed