@inbook{37434,
  author       = {{Bender, Michael and Bubenhofer, Noah and Dreesen, Philipp and Georgi, Christopher and Rüdiger, Jan Oliver and Vogel, Friedemann}},
  booktitle    = {{Diskurse – digital}},
  pages        = {{137–157}},
  publisher    = {{De Gruyter}},
  title        = {{{Techniken und Praktiken der Verdatung}}},
  doi          = {{10.1515/9783110721447-007}},
  year         = {{2022}},
}

@article{37444,
  abstract     = {{<jats:p> Zusammenfassung. Im vorliegenden Beitrag wird das Screening zur Erfassung des Leseverständnisses für die Klassen 6 – 7 (SELV 6 – 7) vorgestellt, welches Leseverständnis während des Lesens mittels der Maze-Prozedur erfasst. Der Test liegt in einer Print- (SELV-P) und Digitalversion (SELV-D) vor. Es wurden 5 Paralleltestformen entwickelt. Zwei Studien zur Überprüfung der Reliabilität und Validität in den Klassen 6 und 7 werden präsentiert, wobei drei verschiedene Maze-Scorings (1: korrekt, 2: korrekt-inkorrekt, 3: korrekt / bearbeitet) einander gegenübergestellt werden. Studie 1 (SELV-P, n = 222, davon 85 6. Klasse) zeigt, dass die 4 Formen (ohne Form 3) die gleiche Fähigkeit messen, jedoch mit unterschiedlichen Mittelwerten. Der Einsatz als Lernverlauf-Messinstrument erscheint somit mit separaten Normen je Form möglich. Die Paralleltest- und Retestreliabilität dieser 4 Formen ist unter Verwendung von Score 1 und 2 ausreichend hoch, nicht aber bei Score 3. In Studie 2 (SELV-D, n = 345, davon 150 6. Klasse) wurde nur Form 1 betrachtet, die unter Verwendung aller 3 Scores die Kriterien der diskriminanten und konvergenten Validität erfüllt. </jats:p>}},
  author       = {{Seifert, Susanne and Maitz, Katharina and Riedl, Sylvia and Neumaier, Arnold and Stoff, Ilona and Gasteiger-Klicpera, und Barbara}},
  issn         = {{0012-1924}},
  journal      = {{Diagnostica}},
  keywords     = {{Clinical Psychology}},
  number       = {{2}},
  pages        = {{101--112}},
  publisher    = {{Hogrefe Publishing Group}},
  title        = {{{Screening zur Erfassung des Leseverständnisses in den           Klassen 6 – 7 (SELV 6 – 7)}}},
  doi          = {{10.1026/0012-1924/a000289}},
  volume       = {{68}},
  year         = {{2022}},
}

@inbook{37448,
  author       = {{Seifert, Susanne and Paleczek, Lisa and Gasteiger-Klicpera, Barbara}},
  booktitle    = {{Handbuch der sonderpädagogischen Diagnostik. Einführung in die Status- und Prozessdiagnostik sowie Förderplanung}},
  editor       = {{Gebhardt, Markus and Scheer, David}},
  publisher    = {{Regensburger Beiträge zur Inklusions- und Sonderpädagogik}},
  title        = {{{Diagnostik und Differenzierung}}},
  year         = {{2022}},
}

@article{37447,
  abstract     = {{<jats:p> Zusammenfassung. Instrumente zur Messung von Gesundheitskompetenz bei Jugendlichen basieren auf sehr heterogenen Definitionen und Konzepten. Zudem können sie grundsätzlich in subjektive (Selbsteinschätzungs–) und objektive (die Performanz messende) Verfahren unterteilt werden. In der vorliegenden Studie wurden 2 subjektive (eHEALS; Kurzform des HLS-EU-Q16) und ein objektives Messinstrument (Claim) von 471 Jugendlichen der 6. und 7. Klassenstufe (Durchschnittsalter 13.04 Jahre; 49 % Mädchen; 63 % Familiensprache Deutsch) bearbeitet und auf ihren wechselseitigen Zusammenhang, den Zusammenhang mit kognitiven und Lesefähigkeiten, sowie Unterschiede in Bezug auf Geschlecht und Familiensprache untersucht. Das objektive Verfahren korrelierte nicht mit den subjektiven Verfahren. Dies bestätigt die Annahme, dass sie aufgrund der Messperspektive unterschiedliche Indikatorenausprägungen von Gesundheitskompetenz erfassen. Korrelationen mit Lese- und kognitiven Fähigkeiten zeigten sich nur beim objektiven Instrument, wohingegen die Selbsteinschätzungsinstrumente diese Aspekte der Gesundheitskompetenz nicht abbilden. Unterschiede hinsichtlich des Geschlechts und der Familiensprache zeigten sich insbesondere beim objektiven Instrument, allerdings sind Antwortverzerrungen bei Selbsteinschätzungen möglich. Die spezifischen Vor- und Nachteile von subjektiven und objektiven Verfahren sollten bei der Instrumentenauswahl berücksichtigt werden. </jats:p>}},
  author       = {{Seifert, Susanne and Maitz, Katharina and Pendl, Dominik and Gasteiger-Klicpera, Barbara}},
  issn         = {{0012-1924}},
  journal      = {{Diagnostica}},
  keywords     = {{Clinical Psychology}},
  number       = {{4}},
  pages        = {{197--208}},
  publisher    = {{Hogrefe Publishing Group}},
  title        = {{{Vergleich unterschiedlicher Instrumente zur Messung von Gesundheitskompetenz           im Zusammenhang mit Lesekompetenz und kognitiven Fähigkeiten von           Jugendlichen}}},
  doi          = {{10.1026/0012-1924/a000297}},
  volume       = {{68}},
  year         = {{2022}},
}

@article{37446,
  author       = {{Seifert, Susanne and Paleczek, Lisa}},
  issn         = {{0883-0355}},
  journal      = {{International Journal of Educational Research}},
  keywords     = {{Education}},
  publisher    = {{Elsevier BV}},
  title        = {{{Comparing tablet and print mode of a german reading comprehension test in grade 3: Influence of test order, gender and language}}},
  doi          = {{10.1016/j.ijer.2022.101948}},
  volume       = {{113}},
  year         = {{2022}},
}

@article{37441,
  abstract     = {{<jats:p>The present study investigates eight Grade-4 classes (9- to 12-year-olds, 52.1% girls) who worked on at least 10 lessons using project RegioDiff material. The study focuses on one of these lessons (including nine text passages and corresponding tasks) and on students with low (19 students, percentile &lt;15) and high reading skills (29 students, percentile &gt; 70). While students were working with the material, screencasts were recorded (30h). The construct “task performance” (processing time, response accuracy, and task engagement) was then analysed using the screencasts.&#x0D;
The analysis revealed that the two groups differed significantly in the processing time of two tasks, but not in the total time spent on all nine tasks. Significant differences were revealed also for general task engagement. Task engagement was highly correlated with processing time. Participants with higher reading skills spent more time on the tasks and were more engaged than participants with lower reading skills. However, we did not find any differences in terms of answer accuracy. This indicates that task difficulty and student reading skills were well matched.&#x0D;
The study also shows how tasks may be adapted or augmented in order to match the learning environment more closely to student learning needs.</jats:p>}},
  author       = {{Paleczek, Lisa and Ender, Daniela and Kogler, Andrea and Seifert, Susanne}},
  issn         = {{2048-8645}},
  journal      = {{European Conference on e-Learning}},
  number       = {{1}},
  pages        = {{338--347}},
  publisher    = {{Academic Conferences International Ltd}},
  title        = {{{Comparing Student high and low Reading Performance with Differentiated Digital Reading Materials}}},
  doi          = {{10.34190/ecel.21.1.680}},
  volume       = {{21}},
  year         = {{2022}},
}

@article{37438,
  abstract     = {{<jats:p> This paper investigates the implementation of a reading program designed for third grade elementary school classrooms in Austria. Using a mixed-methods approach, lesson types were identified, respective class compositions analyzed, and the effects on students’ reading gains examined. The results show that the lesson types seem to reflect learner group needs as students in the different lesson types profited similarly from the reading program. This supports the hypothesis that reading is a highly individualized process and leads to the conclusion that the instructional approach of the reading program investigated supports teachers in conducting reading lessons tailored to their students’ needs. </jats:p>}},
  author       = {{Kulmhofer-Bommer, Andrea and Seifert, Susanne and Paleczek, Lisa and Gasteiger-Klicpera, Barbara}},
  issn         = {{0022-0574}},
  journal      = {{Journal of Education}},
  keywords     = {{Education}},
  publisher    = {{SAGE Publications}},
  title        = {{{Bending and Bowing: How Teachers Adapt a Vocabulary-Based Reading Program to Their Students Needs}}},
  doi          = {{10.1177/00220574221112627}},
  year         = {{2022}},
}

@article{37440,
  author       = {{Paleczek, Lisa and Ender, Daniela and Berger, Jessica and Prinz, Katharina and Seifert, Susanne}},
  issn         = {{0883-0355}},
  journal      = {{International Journal of Educational Research}},
  keywords     = {{Education}},
  publisher    = {{Elsevier BV}},
  title        = {{{A feasibility study of digital content use in inclusive, Austrian primary school practice}}},
  doi          = {{10.1016/j.ijer.2022.101938}},
  volume       = {{112}},
  year         = {{2022}},
}

@inbook{33524,
  author       = {{Rezat, Sara}},
  booktitle    = {{12 Perspektiven auf den Deutschunterricht. Wissenswertes für Deutschlehrkräfte. }},
  editor       = {{Franken, Anna Ulrike and Pertzel, Eva}},
  pages        = {{177--214}},
  publisher    = {{Ministerium für Schule und Bildung des Landes NRW/QUA-LiS NRW}},
  title        = {{{ Texte im Deutschunterricht.}}},
  year         = {{2022}},
}

@inbook{33567,
  author       = {{Rezat, Sara}},
  booktitle    = {{Basiswissen Lehrerbildung: Deutsch unterrichten}},
  editor       = {{von Brand, Tilman and Kilian, Jörg and Sosna, Anette and Riecke-Baulecke, Thomas}},
  pages        = {{231--269}},
  publisher    = {{Klett/Kallmeyer}},
  title        = {{{Schreiben}}},
  year         = {{2022}},
}

@inbook{39042,
  author       = {{Süwolto, Leonie}},
  booktitle    = {{Akkulturationen des europäischen Dramas in Gottscheds 'Deutscher Schaubühne'.}},
  editor       = {{Süwolto, Leonie}},
  pages        = {{272--298}},
  title        = {{{Gottscheds Tragödienpoetik zwischen Staats-/Helden- und Liebestragödie. Corneilles Cid in der Deutschen Schaubühne und die Geburt der zivilen Tragödie.}}},
  volume       = {{2 (2022)}},
  year         = {{2022}},
}

@book{39037,
  editor       = {{Süwolto, Leonie}},
  issn         = {{2772-7610 }},
  title        = {{{Akkulturationen des europäischen Theaters in Johann Christoph Gottscheds Deutscher Schaubühne}}},
  volume       = {{2 (2022)}},
  year         = {{2022}},
}

@inbook{39046,
  author       = {{Süwolto, Leonie}},
  booktitle    = {{Akkulturationen des europäischen Theaters in Johann Christoph Gottscheds Deutscher Schaubühne.}},
  editor       = {{Süwolto, Leonie}},
  issn         = {{2772-7629 }},
  pages        = {{201--218}},
  title        = {{{Theater-Transfers. Akkulturationen des europäischen Theaters in Johann Christoph Gottscheds Deutscher Schaubühne.}}},
  volume       = {{2 (2022)}},
  year         = {{2022}},
}

@book{38077,
  editor       = {{Steigerwald, Jörn and Süwolto, Leonie}},
  isbn         = {{     978-3-8467-6744-3 }},
  publisher    = {{Brill / Fink}},
  title        = {{{ZwischenSpielZeit. Das Theater der Frühaufklärung (1680-1730)}}},
  volume       = {{1}},
  year         = {{2022}},
}

@inbook{38070,
  author       = {{Steigerwald, Jörn}},
  booktitle    = {{ZwischenSpielZeit. Das Theater der Frühaufklärung (1680-1730)}},
  editor       = {{Steigerwald, Jörn and Süwolto, Leonie}},
  pages        = {{1--17}},
  publisher    = {{Brill / Fink}},
  title        = {{{ZwischenSpielZeit. Das Theater der Frühaufklärung (1680-1730). Einleitung. }}},
  year         = {{2022}},
}

@inbook{41191,
  author       = {{Schubert, Katrin}},
  booktitle    = {{Im Nationalsozialismus. Praktiken – Kommunikation – Diskurse. Teil 2}},
  editor       = {{Kämper, Heidrun and Schuster, Britt-Marie}},
  isbn         = {{ 9783847114604}},
  pages        = {{157--175}},
  publisher    = {{V&R unipress}},
  title        = {{{Postkarte}}},
  doi          = {{10.14220/9783737014601}},
  volume       = {{Band 001.2}},
  year         = {{2022}},
}

@article{37074,
  abstract     = {{<jats:p>Pointing is one of the first conventional means of communication and infants have various motives for engaging in it such as imperative, declarative, or informative. Little is known about the developmental paths of producing and understanding these different motives. In our longitudinal study (N = 58) during the second year of life, we experimentally elicited infants’ pointing production and comprehension in various settings and under pragmatically valid conditions. We followed two steps in our analyses and assessed the occurrence of canonical index-finger pointing for different motives and the engagement in an ongoing interaction in pursuit of a joint goal revealed by frequency and multimodal utterances. For understanding the developmental paths, we compared two groups: typically developing infants (TD) and infants who have been assessed as having delayed language development (LD). Results showed that the developmental paths differed according to the various motives. When comparing the two groups, for all motives, LD infants produced index-finger pointing 2 months later than TD infants. For the engagement, although the pattern was less consistent across settings, the frequency of pointing was comparable in both groups, but infants with LD used less canonical forms of pointing and made fewer multimodal contributions than TD children.</jats:p>}},
  author       = {{Rohlfing, Katharina J. and Lüke, Carina and Liszkowski, Ulf and Ritterfeld, Ute and Grimminger, Angela}},
  issn         = {{1660-4601}},
  journal      = {{International Journal of Environmental Research and Public Health}},
  keywords     = {{Health, Toxicology and Mutagenesis, Public Health, Environmental and Occupational Health}},
  number       = {{9}},
  publisher    = {{MDPI AG}},
  title        = {{{Developmental Paths of Pointing for Various Motives in Infants with and without Language Delay}}},
  doi          = {{10.3390/ijerph19094982}},
  volume       = {{19}},
  year         = {{2022}},
}

@misc{41200,
  author       = {{Wallmeier, Nadine}},
  booktitle    = {{PBB}},
  number       = {{1}},
  pages        = {{121--124}},
  title        = {{{Sarah Ihden, Katharina Dreessen u. Robert Langhanke (Hgg.): Studien zur mittelniederdeutschen und frühneuhochdeutschen Sprache und Literatur, Hildesheim, Zürich u. New York: Olms 2021.}}},
  volume       = {{144}},
  year         = {{2022}},
}

@misc{42327,
  author       = {{Blachut, Alisa and Härtel, Kira}},
  booktitle    = {{Germanistik. Internationales Referatenorgan mit bibliographischen Hinweisen}},
  number       = {{1-2}},
  pages        = {{73}},
  title        = {{{Kurzreferat zu Gülbeyaz, Esin Işıl: Schriftspracherwerb und Mehrsprachigkeit. Syntaktische Komplexität bei Satzverknüpfungsverfahren mehrsprachiger Schülerinnen und Schüler in ihrer Erst- und Zweitsprache. Münster: Waxmann, 2020. 380 S.; Ill. (Mehrsprachigkeit; 50)}}},
  volume       = {{63}},
  year         = {{2022}},
}

@book{43423,
  editor       = {{Steigerwald, Jörn and Schlieper, Hendrik}},
  publisher    = {{Narr}},
  title        = {{{Molière, dramaturge de la société de cour}}},
  volume       = {{XLVII, 2}},
  year         = {{2022}},
}