@article{GaryLenhardLenhard2021,
  author    = {Gary, Sebastian and Lenhard, Wolfgang and Lenhard, Alexandra},
  title     = {Modelling norm scores with the cNORM package in R},
  series = {Psych},
  volume    = {3},
  journal   = {Psych},
  number    = {3},
  issn      = {2624-8611},
  doi       = {10.3390/psych3030033},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-284143},
  pages     = {501 -- 521},
  year      = {2021},
  abstract  = {In this article, we explain and demonstrate how to model norm scores with the cNORM package in R. This package is designed specifically to determine norm scores when the latent ability to be measured covaries with age or other explanatory variables such as grade level. The mathematical method used in this package draws on polynomial regression to model a three-dimensional hyperplane that smoothly and continuously captures the relation between raw scores, norm scores and the explanatory variable. By doing so, it overcomes the typical problems of classical norming methods, such as overly large age intervals, missing norm scores, large amounts of sampling error in the subsamples or huge requirements with regard to the sample size. After a brief introduction to the mathematics of the model, we describe the individual methods of the package. We close the article with a practical example using data from a real reading comprehension test.},
  language  = {en}
}
@article{KirschmannLenhardSuggate2021,
  author    = {Kirschmann, Nicole and Lenhard, Wolfgang and Suggate, Sebastian},
  title     = {Influences from working memory, word and sentence reading on passage comprehension and teacher ratings},
  series = {Journal of Research in Reading},
  volume    = {44},
  journal   = {Journal of Research in Reading},
  number    = {4},
  doi       = {10.1111/1467-9817.12373},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-258043},
  pages     = {817-836},
  year      = {2021},
  abstract  = {Reading fluency is a major determinant of reading comprehension but depends on moderating factors such as auditory working memory (AWM), word recognition and sentence reading skills. We investigated how word and sentence reading skills relate to reading comprehension differentially across the first 6 years of schooling and tested which reading variable best predicted teacher judgements. We conducted our research in a rather transparent language, namely, German, drawing on two different data sets. The first was derived from the normative sample of a reading comprehension test (ELFE-II), including 2056 first to sixth graders with readings tests at the word, sentence and text level. The second sample included 114 students from second to fourth grade. The latter completed a series of tests that measured word and sentence reading fluency, pseudoword reading, AWM, reading comprehension, self-concept and teacher ratings. We analysed the data via hierarchical regression analyses to predict reading comprehension and teacher judgements. The impact of reading fluency was strongest in second and third grade, afterwards superseded by sentence comprehension. AWM significantly contributed to reading comprehension independently of reading fluency, whereas basic decoding skills disappeared after considering fluency. Students' AWM and reading comprehension predicted teacher judgements on reading fluency. Reading comprehension judgements depended both on the students' self-concept and reading comprehension. Our results underline that the role of word reading accuracy for reading comprehension quickly diminishes during elementary school and that teachers base their assessments mainly on the current reading comprehension skill.},
  language  = {en}
}
@article{SeegerLenhardWisniewski2021,
  author    = {Seeger, Jennifer and Lenhard, Wolfgang and Wisniewski, Katrin},
  title     = {Metakognitives Strategiewissen in sprachbezogenen Situationen : Interne Struktur und Validit{\"a}t des ScenEx},
  series = {Diagnostica},
  volume    = {67},
  journal   = {Diagnostica},
  number    = {4},
  issn      = {0012-1924},
  doi       = {10.1026/0012-1924/a000275},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-242375},
  pages     = {189-199},
  year      = {2021},
  abstract  = {Studieren stellt hohe Anforderungen an selbstregulatorische F{\"a}higkeiten und eigenverantwortlichen Umgang mit schwierigen Situationen. Aus den zus{\"a}tzlichen sprachlichen Barrieren f{\"u}r ausl{\"a}ndische Studierende erwachsen spezifische selbstregulatorische Aufgaben, wie der Umgang mit Verst{\"a}ndnisproblemen in Vorlesungen. Da hierf{\"u}r bisher kaum geeignete Erhebungsinstrumente existieren, versucht ScenEx diese L{\"u}cke zu schließen. Der Test erfasst das metakognitive Strategiewissen in sprachlich herausfordernden Situationen im Studienalltag. Anhand einer Stichprobe von 290 ausl{\"a}ndischen Studierenden im ersten Fachsemester wird die psychometrische Qualit{\"a}t und interne Struktur des Instruments {\"u}berpr{\"u}ft. ScenEx zeigt eine zufriedenstellende interne Konsistenz und gute Itemfit-Kennwerte, erwartungskonform liegen lokale stochastische Abh{\"a}ngigkeiten der Aufgaben innerhalb der Szenarien vor. Eine konfirmatorische Faktorenanalyse best{\"a}tigt die Grobstruktur der Szenarien und des Gesamtscores des Tests. Das Verfahren ist f{\"u}r die weitere Entwicklung der Sprachkompetenz {\"u}ber die anf{\"a}ngliche Sprachf{\"a}higkeit hinaus pr{\"a}diktiv. ScenEx erweist sich insgesamt als ein reliables und valides Instrument zur Erfassung des Strategiewissens in schwierigen Situationen im Studium.},
  language  = {de}
}