Direktorin

<p>Schoor, C., Rouet, J.-F., Artelt, C., Mahlow, N., Hahnel, C., Kröhne, U. & Goldhammer, F. (2021, online). Readers' Perceived Task Demands and their Relation to Multiple Document Comprehension Strategies and Outcome. <em>Learning and Individual Differences, 88, 1-13.</em> DOI: <a href="https://doi.org/10.1016/j.lindif.2021.102018" target="_blank">0.1016/j.lindif.2021.102018</a></p> <p><br />Wicht, A., Durda, T., Krejcik, L., Artelt, C., Grotlüschen, A., Rammstedt, B. & Lechner, C. M. (2021). Low Literacy is Not Set in Stone: Longitudinal Evidence on the Development of Low Literacy During Adulthood. <em>Zeitschrift für Pädagogik,</em> 67. Beiheft. 109-132. DOI: <a href="https://dx.doi.org/dx.doi.org/10.3262/ZPB2101109" target="_blank">10.3262/ZPB2101109</a></p> <p><br />Stallasch, S. E., Lüdtke, O., Artelt, C. & Brunner, M. (2021, online). Multilevel Design Parameters to Plan Cluster-Randomized Intervention Studies on Student Achievement in Elementary and Secondary School. <em>Journal of Research on Educational Effectiveness,</em> 1-35. DOI: <a href="https://doi.org/10.1080/19345747.2020.1823539" target="external">10.1080/19345747.2020.1823539</a></p> <p><br />Durda, T., Artelt, C., Lechner, C., Rammstedt, B. & Wicht, A. (2020, online first). Proficiency Level Descriptors for Low Reading Proficiency: An Integrative Process Model. <em>International Review of Education, 66,</em> 211-233. DOI: <a href="https://doi.org/10.1007/s11159-020-09834-1" target="_blank">10.1007/s11159-020-09834-1</a></p> <p> </p> <p>Durda, T., Gauly, B., Buddeberg, K., Lechner, C. & Artelt, C. (2020, online first). On the Comparability of Adults with Low Literacy Across LEO, PIAAC, and NEPS. Methodological Considerations and Empirical Evidence. <em>Large-Scale Assessments in Education, 8</em> (13). 1-34.  DOI: <a href="https://largescaleassessmentsineducation.springeropen.com/articles/10.1186/s40536-020-00091-0" target="_blank">10.1186/s40536-020-00091-0</a></p> <p> </p> <p>Heyne, N., Artelt, C., Gnambs, T., Gehrer, K. & Schoor, C. (2020, online first). Instructed high-lighting of text passages – Indicator of reading or strategic performance? <em>Lingua, 236,</em> 1-16. DOI: <a href="https://www.sciencedirect.com/science/article/pii/S0024384120300103?via%3Dihub" target="_blank">10.1016/j.lingua.2020.102803</a></p> <p> </p> <p>Mahlow, N., Hahnel, C., Kroehne, U., Artelt, C., Goldhammer, F. & Schoor, C. (2020). More Than (Single) Text Comprehension? - On University Students’ Understanding of Multiple Documents. <em>Frontiers in Psychology, 11,</em> 1-17. DOI: <a href="https://www.frontiersin.org/articles/10.3389/fpsyg.2020.562450/full" target="_blank">10.3389/fpsyg.2020.562450</a></p> <p> </p> <p>Schoor, C., Hahnel, C., Artelt, C., Reimann, D., Kröhne, U. & Goldhammer, F. (2020). Entwicklung und Skalierung eines Tests zur Erfassung des Verstehens multipler Dokumente von Studierenden. <em>Diagnostica, 66,</em> 123-135. DOI: <a href="https://econtent.hogrefe.com/doi/10.1026/0012-1924/a000231" target="_blank">10.1026/0012-1924/a000231</a></p> <p> </p> <p>Thums, K., Artelt, C. & Wolter, I. (2020, online). Reading for Entertainment or Information Reception? Gender differences in Reading Preferences and their Impact on Text-Type-Specific Reading Competences in Adult Readers. <em>European Journal of Psychology of Education,</em> 1-19. DOI: <a href="https://doi.org/10.1007/s10212-020-00486-1" target="_blank">10.1007/s10212-020-00486-1</a></p> <p> </p> <p><strong>Lehrbuchkapitel:</strong></p> <p> </p> <p>Artelt, C. & Kunter, M. (2019). Kompetenzen und berufliche Entwicklung von Lehrkräften. In D. Urhahne, M. Dresel & F. Fischer (Hrsg.), <em>Psychologie für den Lehrberuf.</em> (S. 395-418). Heidelberg: Springer. <a href="https://doi.org/10.1007/978-3-662-55754-9_20" target="_blank">DOI: 10.1007/978-3-662-55754-9</a></p> <p> </p> <p>Artelt, C. & Wirth, J. (2014) Kognition und Metakognition. In T. Seidel & A. Krapp (Hrsg.)<em> Lehrbuch Pädagogische Psychologie.</em> (S. 167-192). Weinheim: Beltz. </p> <p> </p>