Seifert, Susanne, et al. “Screening zur Erfassung des Leseverständnisses in den         10.1026/0012-1924/a000289__Klassen 6–7 (SELV 6–7).”10.1026/0012-1924/a000289__Diagnostica, vol. 68, no. 2, Hogrefe Publishing Group, 2022, pp. 101–12, doi:10.1026/0012-1924/a000289.

Seifert, Susanne, et al. “Diagnostik und Differenzierung.” Handbuch der sonderpädagogischen Diagnostik. Einführung in die Status- und Prozessdiagnostik sowie Förderplanung, edited by Markus Gebhardt and David Scheer, Regensburger Beiträge zur Inklusions- und Sonderpädagogik, 2022.

Seifert, Susanne, et al. “Vergleich unterschiedlicher Instrumente zur Messung von Gesundheitskompetenz         10.1026/0012-1924/a000297__im Zusammenhang mit Lesekompetenz und kognitiven Fähigkeiten von         10.1026/0012-1924/a000297__Jugendlichen.”10.1026/0012-1924/a000297__Diagnostica, vol. 68, no. 4, Hogrefe Publishing Group, 2022, pp. 197–208, doi:10.1026/0012-1924/a000297.

Seifert, Susanne, and Lisa Paleczek. “Comparing Tablet and Print Mode of a German Reading Comprehension Test in Grade 3: Influence of Test Order, Gender and Language.”10.1016/j.ijer.2022.101948__International Journal of Educational Research, vol. 113, 101948, Elsevier BV, 2022, doi:10.1016/j.ijer.2022.101948.

Paleczek, Lisa, et al. “Comparing Student High and Low Reading Performance with Differentiated Digital Reading Materials.”10.34190/ecel.21.1.680__European Conference on E-Learning, vol. 21, no. 1, Academic Conferences International Ltd, 2022, pp. 338–47, doi:10.34190/ecel.21.1.680.

Kulmhofer-Bommer, Andrea, et al. “Bending and Bowing: How Teachers Adapt a Vocabulary-Based Reading Program to Their Students Needs.”10.1177/00220574221112627__Journal of Education, 002205742211126, SAGE Publications, 2022, doi:10.1177/00220574221112627.

Paleczek, Lisa, et al. “A Feasibility Study of Digital Content Use in Inclusive, Austrian Primary School Practice.”10.1016/j.ijer.2022.101938__International Journal of Educational Research, vol. 112, 101938, Elsevier BV, 2022, doi:10.1016/j.ijer.2022.101938.

Seifert, Susanne, and Lisa Paleczek. “Digitally Assessing Text Comprehension in Grades 3-4: Test Development and Validation.”10.34190/ejel.19.5.2467__Electronic Journal of E-Learning, vol. 19, no. 5, Academic Conferences International Ltd, 2021, pp. -348, doi:10.34190/ejel.19.5.2467.

Seifert, Susanne. “Is Reading Comprehension Taken for Granted? An Analysis of Austrian Textbooks in Fourth and Sixth Grade.”10.1007/s10758-021-09490-w__Technology, Knowledge and Learning, vol. 26, no. 2, Springer Science and Business Media LLC, 2021, pp. 383–405, doi:10.1007/s10758-021-09490-w.

Krammer, Mathias, et al. “The Presence of Students Identified as Having Special Needs as a Moderating Effect on Their Classmates’ Reading Comprehension Scores in Relation to Other Major Class Composition Effects.”10.1080/03055698.2021.1875320__Educational Studies, Informa UK Limited, 2021, pp. 1–19, doi:10.1080/03055698.2021.1875320.

Paleczek, Lisa, et al. “Comparing Digital to Print Assessment of Receptive Vocabulary with GraWoKiGa in Austrian Kindergarten.”10.1111/bjet.13163__British Journal of Educational Technology, vol. 52, no. 6, Wiley, 2021, pp. 2145–61, doi:10.1111/bjet.13163.

Dockrell, J. E., et al. “Teaching and Learning in a Multilingual Europe: Findings from a Cross-European Study.”10.1007/s10212-020-00523-z__European Journal of Psychology of Education, vol. 37, no. 2, Springer Science and Business Media LLC, 2021, pp. 293–320, doi:10.1007/s10212-020-00523-z.

Paleczek, Lisa, and Susanne Seifert, editors. Inklusiver Leseunterricht. Springer Fachmedien Wiesbaden, 2019, doi:10.1007/978-3-658-24221-3.

Seifert, Susanne, et al. “Rezeptive Wortschatzleistungen in Der Grundschule. Unterschiede Zwischen Kindern Mit Deutsch Als Erst- Oder Zweitsprache.”10.25656/01:18334__Empirische Sonderpädagogik, 2019, doi:10.25656/01:18334.

Paleczek, Lisa, et al. “LARS – Ein Leseförderprogramm Mit Wortschatzarbeit Und Differenzierten Materialien Für Den Inklusiven Unterricht in Der Grundschule.”10.1007/978-3-658-24221-3_13__Inklusiver Leseunterricht, Springer Fachmedien Wiesbaden, 2019, doi:10.1007/978-3-658-24221-3_13.

Paleczek, Lisa, and Susanne Seifert. “Pädagogische Diagnostik Und Ihre Bedeutung Für Inklusiven Leseunterricht.”10.1007/978-3-658-24221-3_6__Inklusiver Leseunterricht, Springer Fachmedien Wiesbaden, 2019, doi:10.1007/978-3-658-24221-3_6.

Seifert, Susanne. “Chancen von Digitalisierung Im Inklusiven Leseunterricht.”10.1007/978-3-658-24221-3_12__Inklusiver Leseunterricht, Springer Fachmedien Wiesbaden, 2019, doi:10.1007/978-3-658-24221-3_12.

Paleczek, Lisa, et al. “INFLUENCES ON TEACHERS’ JUDGMENT ACCURACY OF READING ABILITIES ON SECOND AND THIRD GRADE STUDENTS: A MULTILEVEL ANALYSIS.”10.1002/pits.21993__Psychology in the Schools, vol. 54, no. 3, Wiley, 2017, pp. 228–45, doi:10.1002/pits.21993.

Seifert, Susanne, et al. “Suggestions for Vocabulary Focused Reading Lessons for Mainstream Classrooms Addressing Both L1 and L2 Learners.”10.1007/s10643-015-0762-x__Early Childhood Education Journal, vol. 45, no. 3, Springer Science and Business Media LLC, 2016, pp. 333–45, doi:10.1007/s10643-015-0762-x.

Seifert, Susanne, et al. “Effects of a Whole-Class Reading Program Designed for Different Reading Levels and the Learning Needs of L1 and L2 Children.”10.1080/10573569.2015.1029176__Reading &;amp; Writing Quarterly, vol. 32, no. 6, Informa UK Limited, 2015, pp. 499–526, doi:10.1080/10573569.2015.1029176.