[{"department":[{"_id":"645"}],"publication_status":"published","citation":{"ieee":"S. Seifert, K. Maitz, S. Riedl, A. Neumaier, I. Stoff, and  und B. Gasteiger-Klicpera, “Screening zur Erfassung des Leseverständnisses in den           Klassen 6 – 7 (SELV 6 – 7),” <i>Diagnostica</i>, vol. 68, no. 2, pp. 101–112, 2022, doi: <a href=\"https://doi.org/10.1026/0012-1924/a000289\">10.1026/0012-1924/a000289</a>.","chicago":"Seifert, Susanne, Katharina Maitz, Sylvia Riedl, Arnold Neumaier, Ilona Stoff, and und Barbara Gasteiger-Klicpera. “Screening zur Erfassung des Leseverständnisses in den           Klassen 6 – 7 (SELV 6 – 7).” <i>Diagnostica</i> 68, no. 2 (2022): 101–12. <a href=\"https://doi.org/10.1026/0012-1924/a000289\">https://doi.org/10.1026/0012-1924/a000289</a>.","ama":"Seifert S, Maitz K, Riedl S, Neumaier A, Stoff I, Gasteiger-Klicpera  und B. Screening zur Erfassung des Leseverständnisses in den           Klassen 6 – 7 (SELV 6 – 7). <i>Diagnostica</i>. 2022;68(2):101-112. doi:<a href=\"https://doi.org/10.1026/0012-1924/a000289\">10.1026/0012-1924/a000289</a>","apa":"Seifert, S., Maitz, K., Riedl, S., Neumaier, A., Stoff, I., &#38; Gasteiger-Klicpera,  und B. (2022). Screening zur Erfassung des Leseverständnisses in den           Klassen 6 – 7 (SELV 6 – 7). <i>Diagnostica</i>, <i>68</i>(2), 101–112. <a href=\"https://doi.org/10.1026/0012-1924/a000289\">https://doi.org/10.1026/0012-1924/a000289</a>","short":"S. Seifert, K. Maitz, S. Riedl, A. Neumaier, I. Stoff,  und B. Gasteiger-Klicpera, Diagnostica 68 (2022) 101–112.","bibtex":"@article{Seifert_Maitz_Riedl_Neumaier_Stoff_Gasteiger-Klicpera_2022, title={Screening zur Erfassung des Leseverständnisses in den           Klassen 6 – 7 (SELV 6 – 7)}, volume={68}, DOI={<a href=\"https://doi.org/10.1026/0012-1924/a000289\">10.1026/0012-1924/a000289</a>}, number={2}, journal={Diagnostica}, publisher={Hogrefe Publishing Group}, author={Seifert, Susanne and Maitz, Katharina and Riedl, Sylvia and Neumaier, Arnold and Stoff, Ilona and Gasteiger-Klicpera, und Barbara}, year={2022}, pages={101–112} }","mla":"Seifert, Susanne, et al. “Screening zur Erfassung des Leseverständnisses in den           Klassen 6 – 7 (SELV 6 – 7).” <i>Diagnostica</i>, vol. 68, no. 2, Hogrefe Publishing Group, 2022, pp. 101–12, doi:<a href=\"https://doi.org/10.1026/0012-1924/a000289\">10.1026/0012-1924/a000289</a>."},"intvolume":"        68","author":[{"full_name":"Seifert, Susanne","first_name":"Susanne","id":"97270","last_name":"Seifert"},{"last_name":"Maitz","full_name":"Maitz, Katharina","first_name":"Katharina"},{"last_name":"Riedl","full_name":"Riedl, Sylvia","first_name":"Sylvia"},{"last_name":"Neumaier","first_name":"Arnold","full_name":"Neumaier, Arnold"},{"first_name":"Ilona","full_name":"Stoff, Ilona","last_name":"Stoff"},{"first_name":"und Barbara","full_name":"Gasteiger-Klicpera, und Barbara","last_name":"Gasteiger-Klicpera"}],"date_updated":"2023-01-18T16:37:37Z","_id":"37444","status":"public","publication_identifier":{"issn":["0012-1924","2190-622X"]},"year":"2022","language":[{"iso":"ger"}],"publisher":"Hogrefe Publishing Group","date_created":"2023-01-18T16:11:11Z","user_id":"97270","keyword":["Clinical Psychology"],"doi":"10.1026/0012-1924/a000289","abstract":[{"lang":"eng","text":"<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>"}],"alternative_title":["Konstruktion und erste Überprüfung der Reliabilität und Validität von Print-           und Digitalversion"],"title":"Screening zur Erfassung des Leseverständnisses in den           Klassen 6 – 7 (SELV 6 – 7)","issue":"2","volume":68,"page":"101-112","type":"journal_article","publication":"Diagnostica"},{"title":"Diagnostik und Differenzierung","author":[{"last_name":"Seifert","id":"97270","first_name":"Susanne","full_name":"Seifert, Susanne"},{"last_name":"Paleczek","first_name":"Lisa","full_name":"Paleczek, Lisa"},{"first_name":"Barbara","full_name":"Gasteiger-Klicpera, Barbara","last_name":"Gasteiger-Klicpera"}],"editor":[{"last_name":"Gebhardt","first_name":"Markus","full_name":"Gebhardt, Markus"},{"full_name":"Scheer, David","first_name":"David","last_name":"Scheer"}],"citation":{"ama":"Seifert S, Paleczek L, Gasteiger-Klicpera B. Diagnostik und Differenzierung. In: Gebhardt M, Scheer D, eds. <i>Handbuch der sonderpädagogischen Diagnostik. Einführung in die Status- und Prozessdiagnostik sowie Förderplanung</i>. Regensburger Beiträge zur Inklusions- und Sonderpädagogik; 2022.","apa":"Seifert, S., Paleczek, L., &#38; Gasteiger-Klicpera, B. (2022). Diagnostik und Differenzierung. In M. Gebhardt &#38; D. Scheer (Eds.), <i>Handbuch der sonderpädagogischen Diagnostik. Einführung in die Status- und Prozessdiagnostik sowie Förderplanung</i>. Regensburger Beiträge zur Inklusions- und Sonderpädagogik.","ieee":"S. Seifert, L. Paleczek, and B. Gasteiger-Klicpera, “Diagnostik und Differenzierung,” in <i>Handbuch der sonderpädagogischen Diagnostik. Einführung in die Status- und Prozessdiagnostik sowie Förderplanung</i>, M. Gebhardt and D. Scheer, Eds. Regensburger Beiträge zur Inklusions- und Sonderpädagogik, 2022.","chicago":"Seifert, Susanne, Lisa Paleczek, and Barbara Gasteiger-Klicpera. “Diagnostik und Differenzierung.” In <i>Handbuch der sonderpädagogischen Diagnostik. Einführung in die Status- und Prozessdiagnostik sowie Förderplanung</i>, edited by Markus Gebhardt and David Scheer. Regensburger Beiträge zur Inklusions- und Sonderpädagogik, 2022.","bibtex":"@inbook{Seifert_Paleczek_Gasteiger-Klicpera_2022, title={Diagnostik und Differenzierung}, booktitle={Handbuch der sonderpädagogischen Diagnostik. Einführung in die Status- und Prozessdiagnostik sowie Förderplanung}, publisher={Regensburger Beiträge zur Inklusions- und Sonderpädagogik}, author={Seifert, Susanne and Paleczek, Lisa and Gasteiger-Klicpera, Barbara}, editor={Gebhardt, Markus and Scheer, David}, year={2022} }","mla":"Seifert, Susanne, et al. “Diagnostik und Differenzierung.” <i>Handbuch der sonderpädagogischen Diagnostik. Einführung in die Status- und Prozessdiagnostik sowie Förderplanung</i>, edited by Markus Gebhardt and David Scheer, Regensburger Beiträge zur Inklusions- und Sonderpädagogik, 2022.","short":"S. Seifert, L. Paleczek, B. Gasteiger-Klicpera, in: M. Gebhardt, D. Scheer (Eds.), Handbuch der sonderpädagogischen Diagnostik. Einführung in die Status- und Prozessdiagnostik sowie Förderplanung, Regensburger Beiträge zur Inklusions- und Sonderpädagogik, 2022."},"user_id":"97270","department":[{"_id":"645"}],"date_created":"2023-01-18T16:16:56Z","publication":"Handbuch der sonderpädagogischen Diagnostik. Einführung in die Status- und Prozessdiagnostik sowie Förderplanung","publisher":"Regensburger Beiträge zur Inklusions- und Sonderpädagogik","language":[{"iso":"ger"}],"type":"book_chapter","year":"2022","status":"public","_id":"37448","date_updated":"2023-01-18T16:37:22Z"},{"department":[{"_id":"645"}],"publication_status":"published","citation":{"ama":"Seifert S, Maitz K, Pendl D, Gasteiger-Klicpera B. Vergleich unterschiedlicher Instrumente zur Messung von Gesundheitskompetenz           im Zusammenhang mit Lesekompetenz und kognitiven Fähigkeiten von           Jugendlichen. <i>Diagnostica</i>. 2022;68(4):197-208. doi:<a href=\"https://doi.org/10.1026/0012-1924/a000297\">10.1026/0012-1924/a000297</a>","apa":"Seifert, S., Maitz, K., Pendl, D., &#38; Gasteiger-Klicpera, B. (2022). Vergleich unterschiedlicher Instrumente zur Messung von Gesundheitskompetenz           im Zusammenhang mit Lesekompetenz und kognitiven Fähigkeiten von           Jugendlichen. <i>Diagnostica</i>, <i>68</i>(4), 197–208. <a href=\"https://doi.org/10.1026/0012-1924/a000297\">https://doi.org/10.1026/0012-1924/a000297</a>","chicago":"Seifert, Susanne, Katharina Maitz, Dominik Pendl, and Barbara Gasteiger-Klicpera. “Vergleich unterschiedlicher Instrumente zur Messung von Gesundheitskompetenz           im Zusammenhang mit Lesekompetenz und kognitiven Fähigkeiten von           Jugendlichen.” <i>Diagnostica</i> 68, no. 4 (2022): 197–208. <a href=\"https://doi.org/10.1026/0012-1924/a000297\">https://doi.org/10.1026/0012-1924/a000297</a>.","ieee":"S. Seifert, K. Maitz, D. Pendl, and B. Gasteiger-Klicpera, “Vergleich unterschiedlicher Instrumente zur Messung von Gesundheitskompetenz           im Zusammenhang mit Lesekompetenz und kognitiven Fähigkeiten von           Jugendlichen,” <i>Diagnostica</i>, vol. 68, no. 4, pp. 197–208, 2022, doi: <a href=\"https://doi.org/10.1026/0012-1924/a000297\">10.1026/0012-1924/a000297</a>.","mla":"Seifert, Susanne, et al. “Vergleich unterschiedlicher Instrumente zur Messung von Gesundheitskompetenz           im Zusammenhang mit Lesekompetenz und kognitiven Fähigkeiten von           Jugendlichen.” <i>Diagnostica</i>, vol. 68, no. 4, Hogrefe Publishing Group, 2022, pp. 197–208, doi:<a href=\"https://doi.org/10.1026/0012-1924/a000297\">10.1026/0012-1924/a000297</a>.","bibtex":"@article{Seifert_Maitz_Pendl_Gasteiger-Klicpera_2022, title={Vergleich unterschiedlicher Instrumente zur Messung von Gesundheitskompetenz           im Zusammenhang mit Lesekompetenz und kognitiven Fähigkeiten von           Jugendlichen}, volume={68}, DOI={<a href=\"https://doi.org/10.1026/0012-1924/a000297\">10.1026/0012-1924/a000297</a>}, number={4}, journal={Diagnostica}, publisher={Hogrefe Publishing Group}, author={Seifert, Susanne and Maitz, Katharina and Pendl, Dominik and Gasteiger-Klicpera, Barbara}, year={2022}, pages={197–208} }","short":"S. Seifert, K. Maitz, D. Pendl, B. Gasteiger-Klicpera, Diagnostica 68 (2022) 197–208."},"intvolume":"        68","author":[{"id":"97270","last_name":"Seifert","full_name":"Seifert, Susanne","first_name":"Susanne"},{"full_name":"Maitz, Katharina","first_name":"Katharina","last_name":"Maitz"},{"last_name":"Pendl","full_name":"Pendl, Dominik","first_name":"Dominik"},{"full_name":"Gasteiger-Klicpera, Barbara","first_name":"Barbara","last_name":"Gasteiger-Klicpera"}],"date_updated":"2023-01-18T16:41:28Z","_id":"37447","status":"public","language":[{"iso":"ger"}],"year":"2022","publication_identifier":{"issn":["0012-1924","2190-622X"]},"publisher":"Hogrefe Publishing Group","date_created":"2023-01-18T16:13:14Z","keyword":["Clinical Psychology"],"user_id":"97270","abstract":[{"text":"<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>","lang":"eng"}],"doi":"10.1026/0012-1924/a000297","title":"Vergleich unterschiedlicher Instrumente zur Messung von Gesundheitskompetenz           im Zusammenhang mit Lesekompetenz und kognitiven Fähigkeiten von           Jugendlichen","issue":"4","volume":68,"page":"197-208","type":"journal_article","publication":"Diagnostica"},{"language":[{"iso":"eng"}],"type":"journal_article","year":"2022","publication_identifier":{"issn":["0883-0355"]},"status":"public","date_created":"2023-01-18T16:12:10Z","publication":"International Journal of Educational Research","publisher":"Elsevier BV","article_number":"101948","date_updated":"2023-01-18T16:41:47Z","_id":"37446","volume":113,"doi":"10.1016/j.ijer.2022.101948","intvolume":"       113","title":"Comparing tablet and print mode of a german reading comprehension test in grade 3: Influence of test order, gender and language","author":[{"full_name":"Seifert, Susanne","first_name":"Susanne","last_name":"Seifert","id":"97270"},{"last_name":"Paleczek","full_name":"Paleczek, Lisa","first_name":"Lisa"}],"department":[{"_id":"645"}],"citation":{"bibtex":"@article{Seifert_Paleczek_2022, title={Comparing tablet and print mode of a german reading comprehension test in grade 3: Influence of test order, gender and language}, volume={113}, DOI={<a href=\"https://doi.org/10.1016/j.ijer.2022.101948\">10.1016/j.ijer.2022.101948</a>}, number={101948}, journal={International Journal of Educational Research}, publisher={Elsevier BV}, author={Seifert, Susanne and Paleczek, Lisa}, year={2022} }","mla":"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.” <i>International Journal of Educational Research</i>, vol. 113, 101948, Elsevier BV, 2022, doi:<a href=\"https://doi.org/10.1016/j.ijer.2022.101948\">10.1016/j.ijer.2022.101948</a>.","short":"S. Seifert, L. Paleczek, International Journal of Educational Research 113 (2022).","ama":"Seifert S, Paleczek L. Comparing tablet and print mode of a german reading comprehension test in grade 3: Influence of test order, gender and language. <i>International Journal of Educational Research</i>. 2022;113. doi:<a href=\"https://doi.org/10.1016/j.ijer.2022.101948\">10.1016/j.ijer.2022.101948</a>","apa":"Seifert, S., &#38; Paleczek, L. (2022). Comparing tablet and print mode of a german reading comprehension test in grade 3: Influence of test order, gender and language. <i>International Journal of Educational Research</i>, <i>113</i>, Article 101948. <a href=\"https://doi.org/10.1016/j.ijer.2022.101948\">https://doi.org/10.1016/j.ijer.2022.101948</a>","ieee":"S. Seifert and L. Paleczek, “Comparing tablet and print mode of a german reading comprehension test in grade 3: Influence of test order, gender and language,” <i>International Journal of Educational Research</i>, vol. 113, Art. no. 101948, 2022, doi: <a href=\"https://doi.org/10.1016/j.ijer.2022.101948\">10.1016/j.ijer.2022.101948</a>.","chicago":"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.” <i>International Journal of Educational Research</i> 113 (2022). <a href=\"https://doi.org/10.1016/j.ijer.2022.101948\">https://doi.org/10.1016/j.ijer.2022.101948</a>."},"publication_status":"published","keyword":["Education"],"user_id":"97270"},{"author":[{"first_name":"Lisa","full_name":"Paleczek, Lisa","last_name":"Paleczek"},{"last_name":"Ender","full_name":"Ender, Daniela","first_name":"Daniela"},{"first_name":"Andrea","full_name":"Kogler, Andrea","last_name":"Kogler"},{"last_name":"Seifert","id":"97270","first_name":"Susanne","full_name":"Seifert, Susanne"}],"intvolume":"        21","publication_status":"published","citation":{"mla":"Paleczek, Lisa, et al. “Comparing Student High and Low Reading Performance with Differentiated Digital Reading Materials.” <i>European Conference on E-Learning</i>, vol. 21, no. 1, Academic Conferences International Ltd, 2022, pp. 338–47, doi:<a href=\"https://doi.org/10.34190/ecel.21.1.680\">10.34190/ecel.21.1.680</a>.","bibtex":"@article{Paleczek_Ender_Kogler_Seifert_2022, title={Comparing Student high and low Reading Performance with Differentiated Digital Reading Materials}, volume={21}, DOI={<a href=\"https://doi.org/10.34190/ecel.21.1.680\">10.34190/ecel.21.1.680</a>}, number={1}, journal={European Conference on e-Learning}, publisher={Academic Conferences International Ltd}, author={Paleczek, Lisa and Ender, Daniela and Kogler, Andrea and Seifert, Susanne}, year={2022}, pages={338–347} }","short":"L. Paleczek, D. Ender, A. Kogler, S. Seifert, European Conference on E-Learning 21 (2022) 338–347.","apa":"Paleczek, L., Ender, D., Kogler, A., &#38; Seifert, S. (2022). Comparing Student high and low Reading Performance with Differentiated Digital Reading Materials. <i>European Conference on E-Learning</i>, <i>21</i>(1), 338–347. <a href=\"https://doi.org/10.34190/ecel.21.1.680\">https://doi.org/10.34190/ecel.21.1.680</a>","ama":"Paleczek L, Ender D, Kogler A, Seifert S. Comparing Student high and low Reading Performance with Differentiated Digital Reading Materials. <i>European Conference on e-Learning</i>. 2022;21(1):338-347. doi:<a href=\"https://doi.org/10.34190/ecel.21.1.680\">10.34190/ecel.21.1.680</a>","chicago":"Paleczek, Lisa, Daniela Ender, Andrea Kogler, and Susanne Seifert. “Comparing Student High and Low Reading Performance with Differentiated Digital Reading Materials.” <i>European Conference on E-Learning</i> 21, no. 1 (2022): 338–47. <a href=\"https://doi.org/10.34190/ecel.21.1.680\">https://doi.org/10.34190/ecel.21.1.680</a>.","ieee":"L. Paleczek, D. Ender, A. Kogler, and S. Seifert, “Comparing Student high and low Reading Performance with Differentiated Digital Reading Materials,” <i>European Conference on e-Learning</i>, vol. 21, no. 1, pp. 338–347, 2022, doi: <a href=\"https://doi.org/10.34190/ecel.21.1.680\">10.34190/ecel.21.1.680</a>."},"department":[{"_id":"645"}],"publisher":"Academic Conferences International Ltd","date_created":"2023-01-18T16:09:32Z","status":"public","year":"2022","publication_identifier":{"issn":["2048-8645","2048-8637"]},"language":[{"iso":"eng"}],"_id":"37441","date_updated":"2023-01-18T16:42:50Z","title":"Comparing Student high and low Reading Performance with Differentiated Digital Reading Materials","doi":"10.34190/ecel.21.1.680","abstract":[{"lang":"eng","text":"<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;\r\nThe 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;\r\nThe 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>"}],"user_id":"97270","publication":"European Conference on e-Learning","type":"journal_article","volume":21,"page":"338-347","issue":"1"},{"doi":"10.1177/00220574221112627","abstract":[{"lang":"eng","text":"<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":[{"first_name":"Andrea","full_name":"Kulmhofer-Bommer, Andrea","last_name":"Kulmhofer-Bommer"},{"full_name":"Seifert, Susanne","first_name":"Susanne","last_name":"Seifert","id":"97270"},{"last_name":"Paleczek","first_name":"Lisa","full_name":"Paleczek, Lisa"},{"last_name":"Gasteiger-Klicpera","full_name":"Gasteiger-Klicpera, Barbara","first_name":"Barbara"}],"title":"Bending and Bowing: How Teachers Adapt a Vocabulary-Based Reading Program to Their Students Needs","department":[{"_id":"645"}],"user_id":"97270","keyword":["Education"],"publication_status":"published","citation":{"bibtex":"@article{Kulmhofer-Bommer_Seifert_Paleczek_Gasteiger-Klicpera_2022, title={Bending and Bowing: How Teachers Adapt a Vocabulary-Based Reading Program to Their Students Needs}, DOI={<a href=\"https://doi.org/10.1177/00220574221112627\">10.1177/00220574221112627</a>}, number={002205742211126}, journal={Journal of Education}, publisher={SAGE Publications}, author={Kulmhofer-Bommer, Andrea and Seifert, Susanne and Paleczek, Lisa and Gasteiger-Klicpera, Barbara}, year={2022} }","mla":"Kulmhofer-Bommer, Andrea, et al. “Bending and Bowing: How Teachers Adapt a Vocabulary-Based Reading Program to Their Students Needs.” <i>Journal of Education</i>, 002205742211126, SAGE Publications, 2022, doi:<a href=\"https://doi.org/10.1177/00220574221112627\">10.1177/00220574221112627</a>.","short":"A. Kulmhofer-Bommer, S. Seifert, L. Paleczek, B. Gasteiger-Klicpera, Journal of Education (2022).","ama":"Kulmhofer-Bommer A, Seifert S, Paleczek L, Gasteiger-Klicpera B. Bending and Bowing: How Teachers Adapt a Vocabulary-Based Reading Program to Their Students Needs. <i>Journal of Education</i>. Published online 2022. doi:<a href=\"https://doi.org/10.1177/00220574221112627\">10.1177/00220574221112627</a>","apa":"Kulmhofer-Bommer, A., Seifert, S., Paleczek, L., &#38; Gasteiger-Klicpera, B. (2022). Bending and Bowing: How Teachers Adapt a Vocabulary-Based Reading Program to Their Students Needs. <i>Journal of Education</i>, Article 002205742211126. <a href=\"https://doi.org/10.1177/00220574221112627\">https://doi.org/10.1177/00220574221112627</a>","ieee":"A. Kulmhofer-Bommer, S. Seifert, L. Paleczek, and B. Gasteiger-Klicpera, “Bending and Bowing: How Teachers Adapt a Vocabulary-Based Reading Program to Their Students Needs,” <i>Journal of Education</i>, Art. no. 002205742211126, 2022, doi: <a href=\"https://doi.org/10.1177/00220574221112627\">10.1177/00220574221112627</a>.","chicago":"Kulmhofer-Bommer, Andrea, Susanne Seifert, Lisa Paleczek, and Barbara Gasteiger-Klicpera. “Bending and Bowing: How Teachers Adapt a Vocabulary-Based Reading Program to Their Students Needs.” <i>Journal of Education</i>, 2022. <a href=\"https://doi.org/10.1177/00220574221112627\">https://doi.org/10.1177/00220574221112627</a>."},"status":"public","year":"2022","type":"journal_article","publication_identifier":{"issn":["0022-0574","2515-5741"]},"language":[{"iso":"eng"}],"publisher":"SAGE Publications","publication":"Journal of Education","date_created":"2023-01-18T16:07:57Z","date_updated":"2023-01-18T16:44:07Z","article_number":"002205742211126","_id":"37438"},{"department":[{"_id":"645"}],"user_id":"97270","keyword":["Education"],"publication_status":"published","citation":{"ieee":"L. Paleczek, D. Ender, J. Berger, K. Prinz, and S. Seifert, “A feasibility study of digital content use in inclusive, Austrian primary school practice,” <i>International Journal of Educational Research</i>, vol. 112, Art. no. 101938, 2022, doi: <a href=\"https://doi.org/10.1016/j.ijer.2022.101938\">10.1016/j.ijer.2022.101938</a>.","short":"L. Paleczek, D. Ender, J. Berger, K. Prinz, S. Seifert, International Journal of Educational Research 112 (2022).","chicago":"Paleczek, Lisa, Daniela Ender, Jessica Berger, Katharina Prinz, and Susanne Seifert. “A Feasibility Study of Digital Content Use in Inclusive, Austrian Primary School Practice.” <i>International Journal of Educational Research</i> 112 (2022). <a href=\"https://doi.org/10.1016/j.ijer.2022.101938\">https://doi.org/10.1016/j.ijer.2022.101938</a>.","ama":"Paleczek L, Ender D, Berger J, Prinz K, Seifert S. A feasibility study of digital content use in inclusive, Austrian primary school practice. <i>International Journal of Educational Research</i>. 2022;112. doi:<a href=\"https://doi.org/10.1016/j.ijer.2022.101938\">10.1016/j.ijer.2022.101938</a>","bibtex":"@article{Paleczek_Ender_Berger_Prinz_Seifert_2022, title={A feasibility study of digital content use in inclusive, Austrian primary school practice}, volume={112}, DOI={<a href=\"https://doi.org/10.1016/j.ijer.2022.101938\">10.1016/j.ijer.2022.101938</a>}, number={101938}, journal={International Journal of Educational Research}, publisher={Elsevier BV}, author={Paleczek, Lisa and Ender, Daniela and Berger, Jessica and Prinz, Katharina and Seifert, Susanne}, year={2022} }","apa":"Paleczek, L., Ender, D., Berger, J., Prinz, K., &#38; Seifert, S. (2022). A feasibility study of digital content use in inclusive, Austrian primary school practice. <i>International Journal of Educational Research</i>, <i>112</i>, Article 101938. <a href=\"https://doi.org/10.1016/j.ijer.2022.101938\">https://doi.org/10.1016/j.ijer.2022.101938</a>","mla":"Paleczek, Lisa, et al. “A Feasibility Study of Digital Content Use in Inclusive, Austrian Primary School Practice.” <i>International Journal of Educational Research</i>, vol. 112, 101938, Elsevier BV, 2022, doi:<a href=\"https://doi.org/10.1016/j.ijer.2022.101938\">10.1016/j.ijer.2022.101938</a>."},"doi":"10.1016/j.ijer.2022.101938","intvolume":"       112","author":[{"full_name":"Paleczek, Lisa","first_name":"Lisa","last_name":"Paleczek"},{"last_name":"Ender","first_name":"Daniela","full_name":"Ender, Daniela"},{"first_name":"Jessica","full_name":"Berger, Jessica","last_name":"Berger"},{"first_name":"Katharina","full_name":"Prinz, Katharina","last_name":"Prinz"},{"full_name":"Seifert, Susanne","first_name":"Susanne","last_name":"Seifert","id":"97270"}],"title":"A feasibility study of digital content use in inclusive, Austrian primary school practice","date_updated":"2023-01-18T16:43:26Z","article_number":"101938","volume":112,"_id":"37440","status":"public","publication_identifier":{"issn":["0883-0355"]},"year":"2022","type":"journal_article","language":[{"iso":"eng"}],"publisher":"Elsevier BV","publication":"International Journal of Educational Research","date_created":"2023-01-18T16:08:52Z"},{"date_created":"2022-08-27T16:31:00Z","publication":"Z’sammengredt. Gelingende Teilhabe durch sprachheilpädagogische Unterstützung- ein Austausch über relevante und aktuelle Themen in den unterschiedlichen pädagogischen Umgebungen","publisher":"Österreichische Gesellschaft für Sprachheilpädagogik","language":[{"iso":"eng"}],"type":"book_chapter","year":"2021","status":"public","_id":"33217","page":"179-190","date_updated":"2022-12-03T00:19:43Z","title":"Wie lassen sich Strategien in die unterrichtliche Wortschatzarbeit integrieren? Entwicklung des Förderkonzepts „Wortschatzsammler im Unterricht“","editor":[{"last_name":"A","first_name":" Paier","full_name":"A,  Paier"}],"author":[{"full_name":"Ulrich, Tanja","first_name":"Tanja","id":"94414","last_name":"Ulrich"}],"place":"wien","citation":{"mla":"Ulrich, Tanja. “Wie Lassen Sich Strategien in Die Unterrichtliche Wortschatzarbeit Integrieren? Entwicklung Des Förderkonzepts „Wortschatzsammler Im Unterricht“.” <i>Z’sammengredt. Gelingende Teilhabe Durch Sprachheilpädagogische Unterstützung- Ein Austausch Über Relevante Und Aktuelle Themen in Den Unterschiedlichen Pädagogischen Umgebungen</i>, edited by  Paier A, Österreichische Gesellschaft für Sprachheilpädagogik, 2021, pp. 179–90.","bibtex":"@inbook{Ulrich_2021, place={wien}, title={Wie lassen sich Strategien in die unterrichtliche Wortschatzarbeit integrieren? Entwicklung des Förderkonzepts „Wortschatzsammler im Unterricht“}, booktitle={Z’sammengredt. Gelingende Teilhabe durch sprachheilpädagogische Unterstützung- ein Austausch über relevante und aktuelle Themen in den unterschiedlichen pädagogischen Umgebungen}, publisher={Österreichische Gesellschaft für Sprachheilpädagogik}, author={Ulrich, Tanja}, editor={A,  Paier}, year={2021}, pages={179–190} }","short":"T. Ulrich, in:  Paier A (Ed.), Z’sammengredt. Gelingende Teilhabe Durch Sprachheilpädagogische Unterstützung- Ein Austausch Über Relevante Und Aktuelle Themen in Den Unterschiedlichen Pädagogischen Umgebungen, Österreichische Gesellschaft für Sprachheilpädagogik, wien, 2021, pp. 179–190.","ama":"Ulrich T. Wie lassen sich Strategien in die unterrichtliche Wortschatzarbeit integrieren? Entwicklung des Förderkonzepts „Wortschatzsammler im Unterricht“. In: A  Paier, ed. <i>Z’sammengredt. Gelingende Teilhabe Durch Sprachheilpädagogische Unterstützung- Ein Austausch Über Relevante Und Aktuelle Themen in Den Unterschiedlichen Pädagogischen Umgebungen</i>. Österreichische Gesellschaft für Sprachheilpädagogik; 2021:179-190.","apa":"Ulrich, T. (2021). Wie lassen sich Strategien in die unterrichtliche Wortschatzarbeit integrieren? Entwicklung des Förderkonzepts „Wortschatzsammler im Unterricht“. In  Paier A (Ed.), <i>Z’sammengredt. Gelingende Teilhabe durch sprachheilpädagogische Unterstützung- ein Austausch über relevante und aktuelle Themen in den unterschiedlichen pädagogischen Umgebungen</i> (pp. 179–190). Österreichische Gesellschaft für Sprachheilpädagogik.","chicago":"Ulrich, Tanja. “Wie Lassen Sich Strategien in Die Unterrichtliche Wortschatzarbeit Integrieren? Entwicklung Des Förderkonzepts „Wortschatzsammler Im Unterricht“.” In <i>Z’sammengredt. Gelingende Teilhabe Durch Sprachheilpädagogische Unterstützung- Ein Austausch Über Relevante Und Aktuelle Themen in Den Unterschiedlichen Pädagogischen Umgebungen</i>, edited by  Paier A, 179–90. wien: Österreichische Gesellschaft für Sprachheilpädagogik, 2021.","ieee":"T. Ulrich, “Wie lassen sich Strategien in die unterrichtliche Wortschatzarbeit integrieren? Entwicklung des Förderkonzepts „Wortschatzsammler im Unterricht“,” in <i>Z’sammengredt. Gelingende Teilhabe durch sprachheilpädagogische Unterstützung- ein Austausch über relevante und aktuelle Themen in den unterschiedlichen pädagogischen Umgebungen</i>,  Paier A, Ed. wien: Österreichische Gesellschaft für Sprachheilpädagogik, 2021, pp. 179–190."},"publication_status":"published","user_id":"71124","department":[{"_id":"645"}]},{"citation":{"chicago":"Lenzen,  M, S Riehemann, and Tanja Ulrich. “Bedarfsanalyse Zur Genusförderung von Schülern - Eine Fragebogenerhebung Mit Lehrkräften Im Förderschwerpunkt Sprache.” <i>Forschung Sprache 1</i>, 2021, 3–20.","short":"M Lenzen, S. Riehemann, T. Ulrich, Forschung Sprache 1 (2021) 3–20.","ieee":"M Lenzen, S. Riehemann, and T. Ulrich, “Bedarfsanalyse zur Genusförderung von Schülern - eine Fragebogenerhebung mit Lehrkräften im Förderschwerpunkt Sprache,” <i>Forschung Sprache 1</i>, pp. 3–20, 2021.","mla":"Lenzen,  M, et al. “Bedarfsanalyse Zur Genusförderung von Schülern - Eine Fragebogenerhebung Mit Lehrkräften Im Förderschwerpunkt Sprache.” <i>Forschung Sprache 1</i>, 2021, pp. 3–20.","bibtex":"@article{Lenzen_Riehemann_Ulrich_2021, title={Bedarfsanalyse zur Genusförderung von Schülern - eine Fragebogenerhebung mit Lehrkräften im Förderschwerpunkt Sprache}, journal={Forschung Sprache 1}, author={Lenzen,  M and Riehemann, S and Ulrich, Tanja}, year={2021}, pages={3–20} }","ama":"Lenzen  M, Riehemann S, Ulrich T. Bedarfsanalyse zur Genusförderung von Schülern - eine Fragebogenerhebung mit Lehrkräften im Förderschwerpunkt Sprache. <i>Forschung Sprache 1</i>. Published online 2021:3-20.","apa":"Lenzen,  M, Riehemann, S., &#38; Ulrich, T. (2021). Bedarfsanalyse zur Genusförderung von Schülern - eine Fragebogenerhebung mit Lehrkräften im Förderschwerpunkt Sprache. <i>Forschung Sprache 1</i>, 3–20."},"user_id":"71124","department":[{"_id":"645"}],"title":"Bedarfsanalyse zur Genusförderung von Schülern - eine Fragebogenerhebung mit Lehrkräften im Förderschwerpunkt Sprache","author":[{"last_name":"Lenzen","first_name":" M","full_name":"Lenzen,  M"},{"full_name":"Riehemann, S","first_name":"S","last_name":"Riehemann"},{"full_name":"Ulrich, Tanja","first_name":"Tanja","id":"94414","last_name":"Ulrich"}],"extern":"1","_id":"33227","page":"3-20","date_updated":"2022-12-03T00:15:43Z","publication":"Forschung Sprache 1","date_created":"2022-08-29T15:40:34Z","year":"2021","type":"journal_article","language":[{"iso":"eng"}],"status":"public"},{"intvolume":"        66","author":[{"full_name":"Glowania, M","first_name":"M","last_name":"Glowania"},{"first_name":"I","full_name":" Lassmann, I","last_name":" Lassmann"},{"id":"94414","last_name":"Ulrich","first_name":"Tanja","full_name":"Ulrich, Tanja"}],"title":"Umsetzbarkeit des Wortschatzsammler-Therapiekonzepts bei Kindern mit Trisomie 21. Eine qualitative Einzelfallstudie","department":[{"_id":"645"}],"publication_status":"published","user_id":"71124","citation":{"ieee":"M. Glowania, I.  Lassmann, and T. Ulrich, “Umsetzbarkeit des Wortschatzsammler-Therapiekonzepts bei Kindern mit Trisomie 21. Eine qualitative Einzelfallstudie,” <i>Praxis Sprache</i>, vol. 66, no. 2, pp. 81–85, 2021.","chicago":"Glowania, M, I  Lassmann, and Tanja Ulrich. “Umsetzbarkeit Des Wortschatzsammler-Therapiekonzepts Bei Kindern Mit Trisomie 21. Eine Qualitative Einzelfallstudie.” <i>Praxis Sprache</i> 66, no. 2 (2021): 81–85.","apa":"Glowania, M.,  Lassmann, I., &#38; Ulrich, T. (2021). Umsetzbarkeit des Wortschatzsammler-Therapiekonzepts bei Kindern mit Trisomie 21. Eine qualitative Einzelfallstudie. <i>Praxis Sprache</i>, <i>66</i>(2), 81–85.","ama":"Glowania M,  Lassmann I, Ulrich T. Umsetzbarkeit des Wortschatzsammler-Therapiekonzepts bei Kindern mit Trisomie 21. Eine qualitative Einzelfallstudie. <i>Praxis Sprache</i>. 2021;66(2):81-85.","short":"M. Glowania, I.  Lassmann, T. Ulrich, Praxis Sprache 66 (2021) 81–85.","bibtex":"@article{Glowania_ Lassmann_Ulrich_2021, title={Umsetzbarkeit des Wortschatzsammler-Therapiekonzepts bei Kindern mit Trisomie 21. Eine qualitative Einzelfallstudie}, volume={66}, number={2}, journal={Praxis Sprache}, author={Glowania, M and  Lassmann, I and Ulrich, Tanja}, year={2021}, pages={81–85} }","mla":"Glowania, M., et al. “Umsetzbarkeit Des Wortschatzsammler-Therapiekonzepts Bei Kindern Mit Trisomie 21. Eine Qualitative Einzelfallstudie.” <i>Praxis Sprache</i>, vol. 66, no. 2, 2021, pp. 81–85."},"status":"public","language":[{"iso":"eng"}],"type":"journal_article","year":"2021","date_created":"2022-09-09T12:07:16Z","publication":"Praxis Sprache","issue":"2","date_updated":"2022-09-25T02:09:21Z","volume":66,"page":"81-85","_id":"33314"},{"publication_status":"published","user_id":"71124","citation":{"ama":"Ulrich T, Thater S, Mennicken S. Kasusfähigkeiten mehrsprachiger Achtjähriger. Eine explorative Pilotstudie in Regelgrundschulen. <i> Logos</i>. 2021;29(2):84-95.","apa":"Ulrich, T., Thater, S., &#38; Mennicken, S. (2021). Kasusfähigkeiten mehrsprachiger Achtjähriger. Eine explorative Pilotstudie in Regelgrundschulen. <i> Logos</i>, <i>29</i>(2), 84–95.","chicago":"Ulrich, Tanja, S Thater, and S Mennicken. “Kasusfähigkeiten Mehrsprachiger Achtjähriger. Eine Explorative Pilotstudie in Regelgrundschulen.” <i> Logos</i> 29, no. 2 (2021): 84–95.","ieee":"T. Ulrich, S. Thater, and S. Mennicken, “Kasusfähigkeiten mehrsprachiger Achtjähriger. Eine explorative Pilotstudie in Regelgrundschulen,” <i> Logos</i>, vol. 29, no. 2, pp. 84–95, 2021.","mla":"Ulrich, Tanja, et al. “Kasusfähigkeiten Mehrsprachiger Achtjähriger. Eine Explorative Pilotstudie in Regelgrundschulen.” <i> Logos</i>, vol. 29, no. 2, 2021, pp. 84–95.","bibtex":"@article{Ulrich_Thater_Mennicken_2021, title={Kasusfähigkeiten mehrsprachiger Achtjähriger. Eine explorative Pilotstudie in Regelgrundschulen}, volume={29}, number={2}, journal={ Logos}, author={Ulrich, Tanja and Thater, S and Mennicken, S}, year={2021}, pages={84–95} }","short":"T. Ulrich, S. Thater, S. Mennicken,  Logos 29 (2021) 84–95."},"department":[{"_id":"645"}],"author":[{"full_name":"Ulrich, Tanja","first_name":"Tanja","id":"94414","last_name":"Ulrich"},{"last_name":"Thater","first_name":"S","full_name":"Thater, S"},{"first_name":"S","full_name":"Mennicken, S","last_name":"Mennicken"}],"title":"Kasusfähigkeiten mehrsprachiger Achtjähriger. Eine explorative Pilotstudie in Regelgrundschulen","intvolume":"        29","volume":29,"page":" 84-95","_id":"33313","issue":"2","date_updated":"2022-09-25T02:10:58Z","date_created":"2022-09-09T12:02:03Z","publication":" Logos","status":"public","language":[{"iso":"eng"}],"year":"2021","type":"journal_article"},{"department":[{"_id":"645"}],"citation":{"ieee":"S. Seifert and L. Paleczek, “Digitally Assessing Text Comprehension in Grades 3-4: Test Development and Validation,” <i>Electronic Journal of e-Learning</i>, vol. 19, no. 5, pp. pp336-348, 2021, doi: <a href=\"https://doi.org/10.34190/ejel.19.5.2467\">10.34190/ejel.19.5.2467</a>.","chicago":"Seifert, Susanne, and Lisa Paleczek. “Digitally Assessing Text Comprehension in Grades 3-4: Test Development and Validation.” <i>Electronic Journal of E-Learning</i> 19, no. 5 (2021): pp336-348. <a href=\"https://doi.org/10.34190/ejel.19.5.2467\">https://doi.org/10.34190/ejel.19.5.2467</a>.","short":"S. Seifert, L. Paleczek, Electronic Journal of E-Learning 19 (2021) pp336-348.","bibtex":"@article{Seifert_Paleczek_2021, title={Digitally Assessing Text Comprehension in Grades 3-4: Test Development and Validation}, volume={19}, DOI={<a href=\"https://doi.org/10.34190/ejel.19.5.2467\">10.34190/ejel.19.5.2467</a>}, number={5}, journal={Electronic Journal of e-Learning}, publisher={Academic Conferences International Ltd}, author={Seifert, Susanne and Paleczek, Lisa}, year={2021}, pages={pp336-348} }","ama":"Seifert S, Paleczek L. Digitally Assessing Text Comprehension in Grades 3-4: Test Development and Validation. <i>Electronic Journal of e-Learning</i>. 2021;19(5):pp336-348. doi:<a href=\"https://doi.org/10.34190/ejel.19.5.2467\">10.34190/ejel.19.5.2467</a>","apa":"Seifert, S., &#38; Paleczek, L. (2021). Digitally Assessing Text Comprehension in Grades 3-4: Test Development and Validation. <i>Electronic Journal of E-Learning</i>, <i>19</i>(5), pp336-348. <a href=\"https://doi.org/10.34190/ejel.19.5.2467\">https://doi.org/10.34190/ejel.19.5.2467</a>","mla":"Seifert, Susanne, and Lisa Paleczek. “Digitally Assessing Text Comprehension in Grades 3-4: Test Development and Validation.” <i>Electronic Journal of E-Learning</i>, vol. 19, no. 5, Academic Conferences International Ltd, 2021, pp. pp336-348, doi:<a href=\"https://doi.org/10.34190/ejel.19.5.2467\">10.34190/ejel.19.5.2467</a>."},"publication_status":"published","intvolume":"        19","author":[{"last_name":"Seifert","id":"97270","first_name":"Susanne","full_name":"Seifert, Susanne"},{"last_name":"Paleczek","first_name":"Lisa","full_name":"Paleczek, Lisa"}],"date_updated":"2023-01-18T16:46:03Z","_id":"37445","publication_identifier":{"issn":["1479-4403"]},"year":"2021","language":[{"iso":"eng"}],"status":"public","date_created":"2023-01-18T16:11:52Z","publisher":"Academic Conferences International Ltd","user_id":"97270","keyword":["Computer Science Applications","Education"],"doi":"10.34190/ejel.19.5.2467","abstract":[{"text":"<jats:p>A prerequisite for child reading support at school is adequate assessment. Embedding (repeated) assessment into daily teaching routine is often challenging for teachers in terms of time and organization. The use of digital tools can help teachers in the assessment process (in preparation, evaluation, documentation, etc.). A digital assessment tool (Graz Reading Comprehension test: GraLeV), focusing on assessing reading comprehension skills in Grades 3 and 4 is currently being developed in Austria. This reading assessment covers reading comprehension at the word, sentence, and text level. Text level is assessed via two subtests (Subtest I: presentation of nonsense-stories and corresponding questions, and Subtest II: maze selection). The other levels consist of one subtest each. This paper focusses on the subtests at text level. More specifically, the paper reports the results of two studies. Study 1 describes the development phases and the first piloting of these two subtests (data collection: 10/2019-12/2019). Testing 273 students with preliminary versions of the subtests (Subtest I: 30 items, Subtest II: 60 items) produced information on (a) item difficulty, (b) item discriminatory power, and (c) time limits for future speed testing. Items not meeting the required quality criteria were excluded. The final version of Subtest I consists of 16 questions referring to eight different, short, nonsense-texts. Its testing time (without instructions) is three minutes. The final version of the Subtest II consists of 2 texts each with 15 maze selections (30 items) and testing time is 100 seconds. The internal consistency is found to be good for Subtest I (α=.87) and Subtest II (α=.78 to .80). Study 2 reports on testing for validity and retest-reliability (data collection: 09/2020-11/2020). Student scores in another reading comprehension test, together with teacher assessments of reading comprehension, were used to assess congruent validity. Divergent validity was assessed using teacher assessments of mathematical and socio-emotional skills. As expected, the correlations with the congruent measures were higher than those with the divergent measures. A subsample was tested twice with the GraLeV. Retest-reliability was acceptable for Subtest II. However, the scores obtained at time 2 were higher compared to those at time 1 in both subtests. This is probably the result of increased student familiarity with the digital device and the digital test environment at time 2. The results are discussed in the light of teachers’ needs for standardized digital assessments in order to facilitate the tailoring of student reading support.  </jats:p>","lang":"eng"}],"title":"Digitally Assessing Text Comprehension in Grades 3-4: Test Development and Validation","issue":"5","page":"pp336-348","volume":19,"type":"journal_article","publication":"Electronic Journal of e-Learning"},{"doi":"10.1007/s10758-021-09490-w","abstract":[{"lang":"eng","text":"<jats:title>Abstract</jats:title><jats:p>The range of teaching materials now available is becoming increasingly diverse. Despite this, however, the use and influence of textbooks in teaching still remains very high. When instructing reading comprehension, teachers often use textbooks as the basis for teaching in language lessons. Establishing a good match between textbooks and the skills to be acquired is therefore essential. In this paper, I investigate whether textbooks used in Austrian schools can adequately support the teaching of reading comprehension skills. Since reading comprehension is the basis for acquiring knowledge in all subjects, science textbooks are examined in addition to (German) language lesson textbooks. Thus, the content pages of four language textbooks and four science textbooks for fourth and sixth grade were analysed in terms of five different categories, i.e. general structural setup, learning goals, text types, text structures, and activities. The results reveal clear variations with respect to learning goals in language textbooks. For example, the extent to which reading comprehension is addressed ranges from 13.64 to 69.70%, depending on the book used. Although not addressed as a learning goal in the science textbooks, reading comprehension is often presupposed, especially in sixth grade. While the instruction of reading comprehension ought to entail coverage of reading strategies, this is often neglected, or only dealt with indirectly. Given the diversity of textbooks analysed, it seems all the more important to stress that teachers should: 1) clarify the goals and teaching strategies of a book before using it, 2) become aware of strategies that support the development of students' reading comprehension, and 3) use textbooks as a complementary (and not sole) tool to support reading comprehension in all subjects.</jats:p>"}],"title":"Is Reading Comprehension Taken for Granted? An Analysis of Austrian Textbooks in Fourth and Sixth Grade","keyword":["Computer Science Applications","Human-Computer Interaction","Education","Mathematics (miscellaneous)"],"user_id":"97270","type":"journal_article","publication":"Technology, Knowledge and Learning","issue":"2","page":"383-405","volume":26,"intvolume":"        26","author":[{"full_name":"Seifert, Susanne","first_name":"Susanne","last_name":"Seifert","id":"97270"}],"department":[{"_id":"645"}],"citation":{"short":"S. Seifert, Technology, Knowledge and Learning 26 (2021) 383–405.","chicago":"Seifert, Susanne. “Is Reading Comprehension Taken for Granted? An Analysis of Austrian Textbooks in Fourth and Sixth Grade.” <i>Technology, Knowledge and Learning</i> 26, no. 2 (2021): 383–405. <a href=\"https://doi.org/10.1007/s10758-021-09490-w\">https://doi.org/10.1007/s10758-021-09490-w</a>.","ieee":"S. Seifert, “Is Reading Comprehension Taken for Granted? An Analysis of Austrian Textbooks in Fourth and Sixth Grade,” <i>Technology, Knowledge and Learning</i>, vol. 26, no. 2, pp. 383–405, 2021, doi: <a href=\"https://doi.org/10.1007/s10758-021-09490-w\">10.1007/s10758-021-09490-w</a>.","mla":"Seifert, Susanne. “Is Reading Comprehension Taken for Granted? An Analysis of Austrian Textbooks in Fourth and Sixth Grade.” <i>Technology, Knowledge and Learning</i>, vol. 26, no. 2, Springer Science and Business Media LLC, 2021, pp. 383–405, doi:<a href=\"https://doi.org/10.1007/s10758-021-09490-w\">10.1007/s10758-021-09490-w</a>.","apa":"Seifert, S. (2021). Is Reading Comprehension Taken for Granted? An Analysis of Austrian Textbooks in Fourth and Sixth Grade. <i>Technology, Knowledge and Learning</i>, <i>26</i>(2), 383–405. <a href=\"https://doi.org/10.1007/s10758-021-09490-w\">https://doi.org/10.1007/s10758-021-09490-w</a>","ama":"Seifert S. Is Reading Comprehension Taken for Granted? An Analysis of Austrian Textbooks in Fourth and Sixth Grade. <i>Technology, Knowledge and Learning</i>. 2021;26(2):383-405. doi:<a href=\"https://doi.org/10.1007/s10758-021-09490-w\">10.1007/s10758-021-09490-w</a>","bibtex":"@article{Seifert_2021, title={Is Reading Comprehension Taken for Granted? An Analysis of Austrian Textbooks in Fourth and Sixth Grade}, volume={26}, DOI={<a href=\"https://doi.org/10.1007/s10758-021-09490-w\">10.1007/s10758-021-09490-w</a>}, number={2}, journal={Technology, Knowledge and Learning}, publisher={Springer Science and Business Media LLC}, author={Seifert, Susanne}, year={2021}, pages={383–405} }"},"publication_status":"published","language":[{"iso":"eng"}],"publication_identifier":{"issn":["2211-1662","2211-1670"]},"year":"2021","status":"public","date_created":"2023-01-18T16:10:52Z","publisher":"Springer Science and Business Media LLC","date_updated":"2023-01-18T16:45:42Z","_id":"37443"},{"publication_status":"published","keyword":["Education"],"user_id":"97270","citation":{"short":"M. Krammer, S. Seifert, B. Gasteiger-Klicpera, Educational Studies (2021) 1–19.","chicago":"Krammer, Mathias, Susanne Seifert, and Barbara Gasteiger-Klicpera. “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.” <i>Educational Studies</i>, 2021, 1–19. <a href=\"https://doi.org/10.1080/03055698.2021.1875320\">https://doi.org/10.1080/03055698.2021.1875320</a>.","ieee":"M. Krammer, S. Seifert, and B. Gasteiger-Klicpera, “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,” <i>Educational Studies</i>, pp. 1–19, 2021, doi: <a href=\"https://doi.org/10.1080/03055698.2021.1875320\">10.1080/03055698.2021.1875320</a>.","mla":"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.” <i>Educational Studies</i>, Informa UK Limited, 2021, pp. 1–19, doi:<a href=\"https://doi.org/10.1080/03055698.2021.1875320\">10.1080/03055698.2021.1875320</a>.","apa":"Krammer, M., Seifert, S., &#38; Gasteiger-Klicpera, B. (2021). 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. <i>Educational Studies</i>, 1–19. <a href=\"https://doi.org/10.1080/03055698.2021.1875320\">https://doi.org/10.1080/03055698.2021.1875320</a>","bibtex":"@article{Krammer_Seifert_Gasteiger-Klicpera_2021, title={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}, DOI={<a href=\"https://doi.org/10.1080/03055698.2021.1875320\">10.1080/03055698.2021.1875320</a>}, journal={Educational Studies}, publisher={Informa UK Limited}, author={Krammer, Mathias and Seifert, Susanne and Gasteiger-Klicpera, Barbara}, year={2021}, pages={1–19} }","ama":"Krammer M, Seifert S, Gasteiger-Klicpera B. 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. <i>Educational Studies</i>. Published online 2021:1-19. doi:<a href=\"https://doi.org/10.1080/03055698.2021.1875320\">10.1080/03055698.2021.1875320</a>"},"department":[{"_id":"645"}],"author":[{"full_name":"Krammer, Mathias","first_name":"Mathias","last_name":"Krammer"},{"first_name":"Susanne","full_name":"Seifert, Susanne","id":"97270","last_name":"Seifert"},{"last_name":"Gasteiger-Klicpera","full_name":"Gasteiger-Klicpera, Barbara","first_name":"Barbara"}],"title":"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","doi":"10.1080/03055698.2021.1875320","_id":"37439","page":"1-19","date_updated":"2023-01-18T16:44:56Z","publisher":"Informa UK Limited","date_created":"2023-01-18T16:08:23Z","publication":"Educational Studies","status":"public","language":[{"iso":"eng"}],"type":"journal_article","publication_identifier":{"issn":["0305-5698","1465-3400"]},"year":"2021"},{"publication":"British Journal of Educational Technology","type":"journal_article","volume":52,"page":"2145-2161","issue":"6","title":"Comparing digital to print assessment of receptive vocabulary with GraWo‐KiGa in Austrian kindergarten","doi":"10.1111/bjet.13163","user_id":"97270","keyword":["Education"],"publisher":"Wiley","date_created":"2023-01-18T16:10:22Z","status":"public","year":"2021","publication_identifier":{"issn":["0007-1013","1467-8535"]},"language":[{"iso":"eng"}],"_id":"37442","date_updated":"2023-01-18T16:45:24Z","author":[{"last_name":"Paleczek","first_name":"Lisa","full_name":"Paleczek, Lisa"},{"id":"97270","last_name":"Seifert","first_name":"Susanne","full_name":"Seifert, Susanne"},{"full_name":"Schöfl, Martin","first_name":"Martin","last_name":"Schöfl"}],"intvolume":"        52","publication_status":"published","citation":{"ieee":"L. Paleczek, S. Seifert, and M. Schöfl, “Comparing digital to print assessment of receptive vocabulary with GraWo‐KiGa in Austrian kindergarten,” <i>British Journal of Educational Technology</i>, vol. 52, no. 6, pp. 2145–2161, 2021, doi: <a href=\"https://doi.org/10.1111/bjet.13163\">10.1111/bjet.13163</a>.","chicago":"Paleczek, Lisa, Susanne Seifert, and Martin Schöfl. “Comparing Digital to Print Assessment of Receptive Vocabulary with GraWo‐KiGa in Austrian Kindergarten.” <i>British Journal of Educational Technology</i> 52, no. 6 (2021): 2145–61. <a href=\"https://doi.org/10.1111/bjet.13163\">https://doi.org/10.1111/bjet.13163</a>.","apa":"Paleczek, L., Seifert, S., &#38; Schöfl, M. (2021). Comparing digital to print assessment of receptive vocabulary with GraWo‐KiGa in Austrian kindergarten. <i>British Journal of Educational Technology</i>, <i>52</i>(6), 2145–2161. <a href=\"https://doi.org/10.1111/bjet.13163\">https://doi.org/10.1111/bjet.13163</a>","ama":"Paleczek L, Seifert S, Schöfl M. Comparing digital to print assessment of receptive vocabulary with GraWo‐KiGa in Austrian kindergarten. <i>British Journal of Educational Technology</i>. 2021;52(6):2145-2161. doi:<a href=\"https://doi.org/10.1111/bjet.13163\">10.1111/bjet.13163</a>","short":"L. Paleczek, S. Seifert, M. Schöfl, British Journal of Educational Technology 52 (2021) 2145–2161.","bibtex":"@article{Paleczek_Seifert_Schöfl_2021, title={Comparing digital to print assessment of receptive vocabulary with GraWo‐KiGa in Austrian kindergarten}, volume={52}, DOI={<a href=\"https://doi.org/10.1111/bjet.13163\">10.1111/bjet.13163</a>}, number={6}, journal={British Journal of Educational Technology}, publisher={Wiley}, author={Paleczek, Lisa and Seifert, Susanne and Schöfl, Martin}, year={2021}, pages={2145–2161} }","mla":"Paleczek, Lisa, et al. “Comparing Digital to Print Assessment of Receptive Vocabulary with GraWo‐KiGa in Austrian Kindergarten.” <i>British Journal of Educational Technology</i>, vol. 52, no. 6, Wiley, 2021, pp. 2145–61, doi:<a href=\"https://doi.org/10.1111/bjet.13163\">10.1111/bjet.13163</a>."},"department":[{"_id":"645"}]},{"type":"journal_article","publication":"European Journal of Psychology of Education","issue":"2","volume":37,"page":"293-320","abstract":[{"lang":"eng","text":"<jats:title>Abstract</jats:title><jats:p>School classrooms within the EU are multilingual learning environments. The diversity of pupils in classrooms raises significant challenges for teachers, but to date, there are no data from large-scale surveys that compare views within and across European countries. A bespoke questionnaire was designed to examine views of current classroom learning environments with respect to the multilingualism. The questionnaire was piloted and subsequently completed by 2792 teachers across different European countries. Eleven countries provided sufficient data for analyses. Results from structural equation modelling showed that teachers’ attitudes could be reliably measured across Europe with the use of carefully devised questionnaire, whose loading and factor structure remained invariant across countries. Teachers’ views about multilingualism were most challenged by the numbers of children in their classes, not the percentage of multilingual pupils in the class. Countries differed in how they perceived multilingualism, with their differences leading to distinctive country clusters. Gender and education level (elementary vs. secondary) differences were also observed irrespective of country. These findings enhance our understanding of the role that the characteristics of teachers and their classrooms play in a multilingual setting across diverse European settings. The practical relevance of the results and new opportunities for teacher training are discussed.</jats:p>"}],"doi":"10.1007/s10212-020-00523-z","title":"Teaching and learning in a multilingual Europe: findings from a cross-European study","user_id":"97270","keyword":["Developmental and Educational Psychology","Education"],"status":"public","publication_identifier":{"issn":["0256-2928","1878-5174"]},"year":"2021","language":[{"iso":"eng"}],"publisher":"Springer Science and Business Media LLC","date_created":"2023-01-18T16:25:43Z","date_updated":"2023-01-18T16:48:47Z","_id":"37455","intvolume":"        37","author":[{"full_name":"Dockrell, J. E.","first_name":"J. E.","last_name":"Dockrell"},{"full_name":"Papadopoulos, T. C.","first_name":"T. C.","last_name":"Papadopoulos"},{"last_name":"Mifsud","full_name":"Mifsud, C. L.","first_name":"C. L."},{"last_name":"Bourke","first_name":"L.","full_name":"Bourke, L."},{"last_name":"Vilageliu","first_name":"O.","full_name":"Vilageliu, O."},{"full_name":"Bešić, E.","first_name":"E.","last_name":"Bešić"},{"first_name":"Susanne","full_name":"Seifert, Susanne","id":"97270","last_name":"Seifert"},{"first_name":"B.","full_name":"Gasteiger-Klicpera, B.","last_name":"Gasteiger-Klicpera"},{"last_name":"Ralli","full_name":"Ralli, A.","first_name":"A."},{"full_name":"Dimakos, I.","first_name":"I.","last_name":"Dimakos"},{"last_name":"Karpava","full_name":"Karpava, S.","first_name":"S."},{"last_name":"Martins","full_name":"Martins, M.","first_name":"M."},{"last_name":"Sousa","first_name":"O.","full_name":"Sousa, O."},{"first_name":"S.","full_name":"Castro, S.","last_name":"Castro"},{"last_name":"Søndergaard Knudsen","first_name":"H. B.","full_name":"Søndergaard Knudsen, H. B."},{"last_name":"Donau","full_name":"Donau, P.","first_name":"P."},{"first_name":"B.","full_name":"Haznedar, B.","last_name":"Haznedar"},{"full_name":"Mikulajová, M.","first_name":"M.","last_name":"Mikulajová"},{"first_name":"N.","full_name":"Gerdzhikova, N.","last_name":"Gerdzhikova"}],"department":[{"_id":"645"}],"publication_status":"published","citation":{"ama":"Dockrell JE, Papadopoulos TC, Mifsud CL, et al. Teaching and learning in a multilingual Europe: findings from a cross-European study. <i>European Journal of Psychology of Education</i>. 2021;37(2):293-320. doi:<a href=\"https://doi.org/10.1007/s10212-020-00523-z\">10.1007/s10212-020-00523-z</a>","bibtex":"@article{Dockrell_Papadopoulos_Mifsud_Bourke_Vilageliu_Bešić_Seifert_Gasteiger-Klicpera_Ralli_Dimakos_et al._2021, title={Teaching and learning in a multilingual Europe: findings from a cross-European study}, volume={37}, DOI={<a href=\"https://doi.org/10.1007/s10212-020-00523-z\">10.1007/s10212-020-00523-z</a>}, number={2}, journal={European Journal of Psychology of Education}, publisher={Springer Science and Business Media LLC}, author={Dockrell, J. E. and Papadopoulos, T. C. and Mifsud, C. L. and Bourke, L. and Vilageliu, O. and Bešić, E. and Seifert, Susanne and Gasteiger-Klicpera, B. and Ralli, A. and Dimakos, I. and et al.}, year={2021}, pages={293–320} }","apa":"Dockrell, J. E., Papadopoulos, T. C., Mifsud, C. L., Bourke, L., Vilageliu, O., Bešić, E., Seifert, S., Gasteiger-Klicpera, B., Ralli, A., Dimakos, I., Karpava, S., Martins, M., Sousa, O., Castro, S., Søndergaard Knudsen, H. B., Donau, P., Haznedar, B., Mikulajová, M., &#38; Gerdzhikova, N. (2021). Teaching and learning in a multilingual Europe: findings from a cross-European study. <i>European Journal of Psychology of Education</i>, <i>37</i>(2), 293–320. <a href=\"https://doi.org/10.1007/s10212-020-00523-z\">https://doi.org/10.1007/s10212-020-00523-z</a>","mla":"Dockrell, J. E., et al. “Teaching and Learning in a Multilingual Europe: Findings from a Cross-European Study.” <i>European Journal of Psychology of Education</i>, vol. 37, no. 2, Springer Science and Business Media LLC, 2021, pp. 293–320, doi:<a href=\"https://doi.org/10.1007/s10212-020-00523-z\">10.1007/s10212-020-00523-z</a>.","ieee":"J. E. Dockrell <i>et al.</i>, “Teaching and learning in a multilingual Europe: findings from a cross-European study,” <i>European Journal of Psychology of Education</i>, vol. 37, no. 2, pp. 293–320, 2021, doi: <a href=\"https://doi.org/10.1007/s10212-020-00523-z\">10.1007/s10212-020-00523-z</a>.","short":"J.E. Dockrell, T.C. Papadopoulos, C.L. Mifsud, L. Bourke, O. Vilageliu, E. Bešić, S. Seifert, B. Gasteiger-Klicpera, A. Ralli, I. Dimakos, S. Karpava, M. Martins, O. Sousa, S. Castro, H.B. Søndergaard Knudsen, P. Donau, B. Haznedar, M. Mikulajová, N. Gerdzhikova, European Journal of Psychology of Education 37 (2021) 293–320.","chicago":"Dockrell, J. E., T. C. Papadopoulos, C. L. Mifsud, L. Bourke, O. Vilageliu, E. Bešić, Susanne Seifert, et al. “Teaching and Learning in a Multilingual Europe: Findings from a Cross-European Study.” <i>European Journal of Psychology of Education</i> 37, no. 2 (2021): 293–320. <a href=\"https://doi.org/10.1007/s10212-020-00523-z\">https://doi.org/10.1007/s10212-020-00523-z</a>."}},{"publication":"Nur ein Wort? Diagnostik und Therapie von Wortabrufstörungen bei Kindern und Erwachsenen. Spektrum Patholinguistik","date_created":"2022-08-22T20:07:51Z","status":"public","year":"2020","type":"book_chapter","language":[{"iso":"eng"}],"volume":13,"_id":"33083","page":"15-30","date_updated":"2022-11-24T19:32:58Z","editor":[{"first_name":"T","full_name":"Fritzsche, T","last_name":"Fritzsche"},{"last_name":" Breitenstein","full_name":" Breitenstein, S","first_name":"S"},{"last_name":"Wunderlich","first_name":"H","full_name":"Wunderlich, H"},{"first_name":"L","full_name":"Ferchland, L","last_name":"Ferchland"},{"last_name":" Krug","first_name":"R","full_name":" Krug, R"}],"author":[{"full_name":"Ulrich, Tanja","first_name":"Tanja","id":"94414","last_name":"Ulrich"}],"title":" Strategieorientierte Therapie mit dem Wortschatzsammler - (nicht nur) für Kinder mit Wortfindungsstörungen","intvolume":"        13","user_id":"71124","publication_status":"published","series_title":"Spectrum Patholinguistics","citation":{"apa":"Ulrich, T. (2020).  Strategieorientierte Therapie mit dem Wortschatzsammler - (nicht nur) für Kinder mit Wortfindungsstörungen. In T. Fritzsche, S.  Breitenstein, H. Wunderlich, L. Ferchland, &#38; R.  Krug (Eds.), <i>Nur ein Wort? Diagnostik und Therapie von Wortabrufstörungen bei Kindern und Erwachsenen. Spektrum Patholinguistik</i> (Vol. 13, pp. 15–30).","ama":"Ulrich T.  Strategieorientierte Therapie mit dem Wortschatzsammler - (nicht nur) für Kinder mit Wortfindungsstörungen. In: Fritzsche T,  Breitenstein S, Wunderlich H, Ferchland L,  Krug R, eds. <i>Nur Ein Wort? Diagnostik Und Therapie von Wortabrufstörungen Bei Kindern Und Erwachsenen. Spektrum Patholinguistik</i>. Vol 13. Spectrum Patholinguistics. ; 2020:15-30.","ieee":"T. Ulrich, “ Strategieorientierte Therapie mit dem Wortschatzsammler - (nicht nur) für Kinder mit Wortfindungsstörungen,” in <i>Nur ein Wort? Diagnostik und Therapie von Wortabrufstörungen bei Kindern und Erwachsenen. Spektrum Patholinguistik</i>, vol. 13, T. Fritzsche, S.  Breitenstein, H. Wunderlich, L. Ferchland, and R.  Krug, Eds. 2020, pp. 15–30.","chicago":"Ulrich, Tanja. “ Strategieorientierte Therapie Mit Dem Wortschatzsammler - (Nicht Nur) Für Kinder Mit Wortfindungsstörungen.” In <i>Nur Ein Wort? Diagnostik Und Therapie von Wortabrufstörungen Bei Kindern Und Erwachsenen. Spektrum Patholinguistik</i>, edited by T Fritzsche, S  Breitenstein, H Wunderlich, L Ferchland, and R  Krug, 13:15–30. Spectrum Patholinguistics, 2020.","bibtex":"@inbook{Ulrich_2020, series={Spectrum Patholinguistics}, title={ Strategieorientierte Therapie mit dem Wortschatzsammler - (nicht nur) für Kinder mit Wortfindungsstörungen}, volume={13}, booktitle={Nur ein Wort? Diagnostik und Therapie von Wortabrufstörungen bei Kindern und Erwachsenen. Spektrum Patholinguistik}, author={Ulrich, Tanja}, editor={Fritzsche, T and  Breitenstein, S and Wunderlich, H and Ferchland, L and  Krug, R}, year={2020}, pages={15–30}, collection={Spectrum Patholinguistics} }","mla":"Ulrich, Tanja. “ Strategieorientierte Therapie Mit Dem Wortschatzsammler - (Nicht Nur) Für Kinder Mit Wortfindungsstörungen.” <i>Nur Ein Wort? Diagnostik Und Therapie von Wortabrufstörungen Bei Kindern Und Erwachsenen. Spektrum Patholinguistik</i>, edited by T Fritzsche et al., vol. 13, 2020, pp. 15–30.","short":"T. Ulrich, in: T. Fritzsche, S.  Breitenstein, H. Wunderlich, L. Ferchland, R.  Krug (Eds.), Nur Ein Wort? Diagnostik Und Therapie von Wortabrufstörungen Bei Kindern Und Erwachsenen. Spektrum Patholinguistik, 2020, pp. 15–30."},"department":[{"_id":"645"}]},{"date_updated":"2022-09-25T01:44:40Z","_id":"33213","page":"99-109","volume":13,"type":"book_chapter","year":"2020","language":[{"iso":"eng"}],"status":"public","publication":"Nur ein Wort? Diagnostik und Therapie von Wortabrufstörungen bei Kindern und Erwachsenen","date_created":"2022-08-27T16:10:15Z","department":[{"_id":"645"}],"series_title":"pectrum Patholinguistics","citation":{"mla":"Ulrich, Tanja, and I. Laßmann. “Entwicklung Und Evaluation Des Strategieorientierten Förderkonzepts „Wortschatzsammler\" Im Unterricht.” <i>Nur Ein Wort? Diagnostik Und Therapie von Wortabrufstörungen Bei Kindern Und Erwachsenen</i>, edited by T Fritzsche et al., vol. 13, 2020, pp. 99–109.","bibtex":"@inbook{Ulrich_Laßmann_2020, series={pectrum Patholinguistics}, title={Entwicklung und Evaluation des strategieorientierten Förderkonzepts „Wortschatzsammler\" im Unterricht}, volume={13}, booktitle={Nur ein Wort? Diagnostik und Therapie von Wortabrufstörungen bei Kindern und Erwachsenen}, author={Ulrich, Tanja and Laßmann, I}, editor={Fritzsche, T and  Breitenstein, S and  Wunderlich, H and Ferchland , L and  Krug , R}, year={2020}, pages={99–109}, collection={pectrum Patholinguistics} }","ama":"Ulrich T, Laßmann I. Entwicklung und Evaluation des strategieorientierten Förderkonzepts „Wortschatzsammler\" im Unterricht. In: Fritzsche T,  Breitenstein S,  Wunderlich H, Ferchland  L,  Krug  R, eds. <i>Nur Ein Wort? Diagnostik Und Therapie von Wortabrufstörungen Bei Kindern Und Erwachsenen</i>. Vol 13. pectrum Patholinguistics. ; 2020:99-109.","apa":"Ulrich, T., &#38; Laßmann, I. (2020). Entwicklung und Evaluation des strategieorientierten Förderkonzepts „Wortschatzsammler\" im Unterricht. In T. Fritzsche, S.  Breitenstein, H.  Wunderlich, L. Ferchland , &#38; R.  Krug  (Eds.), <i>Nur ein Wort? Diagnostik und Therapie von Wortabrufstörungen bei Kindern und Erwachsenen</i> (Vol. 13, pp. 99–109).","short":"T. Ulrich, I. Laßmann, in: T. Fritzsche, S.  Breitenstein, H.  Wunderlich, L. Ferchland , R.  Krug  (Eds.), Nur Ein Wort? Diagnostik Und Therapie von Wortabrufstörungen Bei Kindern Und Erwachsenen, 2020, pp. 99–109.","chicago":"Ulrich, Tanja, and I Laßmann. “Entwicklung Und Evaluation Des Strategieorientierten Förderkonzepts „Wortschatzsammler\" Im Unterricht.” In <i>Nur Ein Wort? Diagnostik Und Therapie von Wortabrufstörungen Bei Kindern Und Erwachsenen</i>, edited by T Fritzsche, S  Breitenstein, H  Wunderlich, L Ferchland , and R  Krug , 13:99–109. Pectrum Patholinguistics, 2020.","ieee":"T. Ulrich and I. Laßmann, “Entwicklung und Evaluation des strategieorientierten Förderkonzepts „Wortschatzsammler\" im Unterricht,” in <i>Nur ein Wort? Diagnostik und Therapie von Wortabrufstörungen bei Kindern und Erwachsenen</i>, vol. 13, T. Fritzsche, S.  Breitenstein, H.  Wunderlich, L. Ferchland , and R.  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