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Publikationen von 0000-0002-8184-6889
(ORCID: 0000-0002-8184-6889)
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Anzahl der Einträge: 10.
2022
Suggate, Sebastian 
und Lenhard, Wolfgang
(2022)
Mental imagery skill predicts adults’ reading performance.
Learning and Instruction 80, S. 101633.
Lenhart, Jan , Suggate, Sebastian P. und Lenhard, Wolfgang
(2022)
Shared-Reading Onset and Emergent Literacy Development.
Early Education and Development 33 (4), S. 589-607.
Volltext nicht vorhanden.
, Suggate, Sebastian P. und Lenhard, Wolfgang
(2022)
Shared-Reading Onset and Emergent Literacy Development.
Early Education and Development 33 (4), S. 589-607.
Volltext nicht vorhanden.
2021
Kirschmann, Nicole , Lenhard, Wolfgang und Suggate, Sebastian
(2021)
Influences from working memory, word and sentence reading on passage comprehension and teacher ratings.
Journal of Research in Reading 44 (4), S. 817-836.
Volltext nicht vorhanden.
, Lenhard, Wolfgang und Suggate, Sebastian
(2021)
Influences from working memory, word and sentence reading on passage comprehension and teacher ratings.
Journal of Research in Reading 44 (4), S. 817-836.
Volltext nicht vorhanden.
2020
Lenhart, Jan, Lenhard, Wolfgang , Vaahtoranta, Enni und Suggate, Sebastian
(2020)
More than words: Narrator engagement during storytelling increases children’s word learning, story comprehension, and on-task behavior.
Early Childhood Research Quarterly 51, S. 338-351.
Volltext nicht vorhanden.
, Vaahtoranta, Enni und Suggate, Sebastian
(2020)
More than words: Narrator engagement during storytelling increases children’s word learning, story comprehension, and on-task behavior.
Early Childhood Research Quarterly 51, S. 338-351.
Volltext nicht vorhanden.
Lenhart, Jan, Suggate, Sebastian , Lenhard, Wolfgang und Vaahtoranta, Enni
(2020)
Shared-reading in small groups: Examining the effects of question demand level and placement.
Cognitive Development 55, S. 100914.
Volltext nicht vorhanden.
, Lenhard, Wolfgang und Vaahtoranta, Enni
(2020)
Shared-reading in small groups: Examining the effects of question demand level and placement.
Cognitive Development 55, S. 100914.
Volltext nicht vorhanden.
2018
Vaahtoranta, Enni, Suggate, Sebastian, Jachmann, Cornelia, Lenhart, Jan und Lenhard, Wolfgang
(2018)
Can explaining less be more? Enhancing vocabulary through explicit versus elaborative storytelling.
First Language 38 (2), S. 198-217.
Volltext nicht vorhanden.
(2018)
Can explaining less be more? Enhancing vocabulary through explicit versus elaborative storytelling.
First Language 38 (2), S. 198-217.
Volltext nicht vorhanden.
Lenhart, Jan, Lenhard, Wolfgang , Vaahtoranta, Enni und Suggate, Sebastian
(2018)
Incidental vocabulary acquisition from listening to stories: a comparison between read-aloud and free storytelling approaches.
Educational Psychology 38 (5), S. 596-616.
Volltext nicht vorhanden.
, Vaahtoranta, Enni und Suggate, Sebastian
(2018)
Incidental vocabulary acquisition from listening to stories: a comparison between read-aloud and free storytelling approaches.
Educational Psychology 38 (5), S. 596-616.
Volltext nicht vorhanden.
2016
Lenhard, Alexandra , Lenhard, Wolfgang , Suggate, Sebastian und Segerer, Robin
(2016)
A Continuous Solution to the Norming Problem.
Assessment.
2014
Suggate, Sebastian, Reese, Elaine, Lenhard, Wolfgang und Schneider, Wolfgang
(2014)
The relative contributions of vocabulary, decoding, and phonemic awareness to word reading in English versus German.
Reading and Writing 27 (8), S. 1395-1412.
Volltext nicht vorhanden.
und Schneider, Wolfgang
(2014)
The relative contributions of vocabulary, decoding, and phonemic awareness to word reading in English versus German.
Reading and Writing 27 (8), S. 1395-1412.
Volltext nicht vorhanden.
2013
Suggate, Sebastian, Lenhard, W. , Neudecker, E. und Schneider, Wolfgang
(2013)
Incidental vocabulary acquisition from stories: Second and fourth graders learn more from listening than reading.
First Language 33, S. 551-571.
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