Jan Lenhart
Jan Lenhart
Bestätigte E-Mail-Adresse bei - Startseite
Zitiert von
Zitiert von
Incidental vocabulary acquisition from listening to stories: a comparison between read-aloud and free storytelling approaches
J Lenhart, W Lenhard, E Vaahtoranta, S Suggate
Educational Psychology 38 (5), 596-616, 2018
More than words: Narrator engagement during storytelling increases children’s word learning, story comprehension, and on-task behavior
J Lenhart, W Lenhard, E Vaahtoranta, S Suggate
Early Childhood Research Quarterly 51, 338-351, 2020
Can explaining less be more? Enhancing vocabulary through explicit versus elaborative storytelling
E Vaahtoranta, S Suggate, C Jachmann, J Lenhart, W Lenhard
First Language 38 (2), 198-217, 2018
Metacognition in mathematics: do different metacognitive monitoring measures make a difference?
K Lingel, J Lenhart, W Schneider
ZDM 51 (4), 587-600, 2019
Interactive elaborative storytelling: engaging children as storytellers to foster vocabulary
E Vaahtoranta, J Lenhart, S Suggate, W Lenhard
Frontiers in psychology 10, 1534, 2019
The effects of questions during shared-reading: Do demand-level and placement really matter?
J Lenhart, W Lenhard, E Vaahtoranta, S Suggate
Early Childhood Research Quarterly 47, 49-61, 2019
The effects of gendered information in stories on preschool children’s development of gender stereotypes
M Seitz, J Lenhart, N Rübsam
British Journal of Developmental Psychology 38 (3), 363-390, 2020
The Relationship Between Lifetime Book Reading and Empathy in Adolescents: Examining Transportability as a Moderator
J Lenhart, J Dangel, T Richter
Psychology of Aesthetics, Creativity, and the Arts, 2020
Shared-reading onset and emergent literacy development
J Lenhart, SP Suggate, W Lenhard
Early Education and Development 33 (4), 589-607, 2022
Interactive elaborative storytelling fosters vocabulary in pre-schoolers compared to repeated-reading and phonemic awareness interventions
SP Suggate, J Lenhart, E Vaahtoranta, W Lenhard
Cognitive Development 57, 100996, 2021
Shared-reading in small groups: Examining the effects of question demand level and placement
J Lenhart, S Suggate, W Lenhard, E Vaahtoranta
Cognitive Development 55, 100914, 2020
Rechtschreibung ohne Schreiben: Messen Fehleridentifikation und Diktat dasselbe?
J Lenhart, P Marx, R Segerer, W Schneider
Diagnostica 65 (4), 216-227, 2019
Language exposure and phonological short-term memory as predictors of majority language vocabulary and phonological awareness in dual language learning
E Vaahtoranta, S Suggate, J Lenhart, W Lenhard
Bilingualism: Language and Cognition 24 (2), 319-332, 2021
When do examinees change their initial answers? The influence of task instruction, response confidence, and subjective task difficulty
SP Tiffin-Richards, J Lenhart, P Marx
Learning and Instruction 82, 101654, 2022
The effects of literariness on social-cognitive skills: Examining narrative engagement, transportation, and identification as moderators.
J Schwerin, J Lenhart
Psychology of Aesthetics, Creativity, and the Arts, 2022
Learning Words from Stories: How Method of Story Delivery and Questioning Styles Influence Children’s Vocabulary Learning
JNP Lenhart
Universität Würzburg, 2020
Spelling Without Writing: Do Error-Detection Tests and Dictation Tests Measure the Same Competence?
J Lenhart, P Marx, R Segerer, W Schneider
DIAGNOSTICA 65 (4), 216-227, 2019
Von mutigen Jungen und ängstlichen Mädchen: Reicht ein geschlechtsspezifischer Kontext in Kindergeschichten um neue geschlechtsspezifische Assoziationen zu erwerben?
M Seitz, N Rübsam, J Lenhart
Das System kann den Vorgang jetzt nicht ausführen. Versuchen Sie es später erneut.
Artikel 1–18