Jan-Henning Ehm

Datos Biográficos

ID4420411
NOMBREJan-Henning Ehm
NOMBRESJan-Henning
APELLIDOEhm
FIRMAEHM J
AFILIACIONESDIPF | Leibniz Institute for Research and Information in Education
ORCID0000-0001-8901-0309
VERIFICADOSí
TOTAL DE OBRAS11
TOTAL DE CITAS12
OBRAS COMO AUTOR11
OBRAS COMO EDITOR0
PRIMER AÑO DE PUBLICACIÓN2014
AÑO MÁS RECIENTE DE PUBLICACIÓN2026
ÍNDICE H2

  • Preschool teachers’ noticing

    Open AccessAlexander Stiewe, Jan-Henning EhmARTICLEZeitschrift für Erziehungswissensch…2026

    This paper presents an overview of research on preschool teachers’ noticing. A systematic literature search was conducted to find out how noticing has been conceptualized, what methods have been used to investigate it, and whether relationships with other constructs can be demonstrated. The review included 35 studies that met the criteria for inclusion. Three conceptualizations of noticing could be identified: perception, perception and interpret…

  • Interdependence of context, child- and word-related predictors of single-word reading strategies in German-speaking second graders

    Open AccessFenke Kachisi, Jan-Henning Ehm et al.ARTICLEEuropean Journal of Psychology of…2026

    This study examined how child- and word-level characteristics as well as contextual information influence reading strategy use and whether there are interdependencies between the levels. German-speaking second graders ( N = 124) were assessed on rapid automatized naming and vocabulary. To assess reading strategies, students read individual words aloud, with half of the words being presented with auditory context sentences. Word-level characterist…

  • Pandemic-related threats and well-being

    Open AccessJulia Steigleder, Lilly Buhr et al.ARTICLEEarly Childhood Research Quarterly2024Referencias: 4

  • Changes in subjective stress experiences and self-efficacy beliefs of preschool teachers in Germany

    Open AccessJulia Steigleder, Lilly Buhr et al.ARTICLETeaching and Teacher Education2023Citada por: 2Referencias: 4

  • Preschool teachers’ self-efficacy beliefs and interaction quality in the domain of instructional support – do professional vision competencies moderate this relation

    Katrin Wolstein, Jan-Henning Ehm et al.ARTICLEEuropean Early Childhood…2021

    The quality of instructional supportive interactions between preschool teachers and children positively relates to learning and developmental outcomes of children in institutions of early childhood education and care. The main focus of preschool teacher research, therefore, is on the impact of preschool teacher competencies in interaction quality. Previous research has shown that self-efficacy beliefs influence interaction quality. The present st…

  • Reading-impaired children improve through text-fading training

    Open AccessTelse Nagler, E V Shpak et al.ARTICLEAnnals of Dyslexia2021

    Early intervention for children with reading impairments is crucial in order to achieve reading improvements and avoid school failure. One line of reading intervention research focuses on the experimental manipulation of reading rate through a text-fading training approach. Considering relevant reading-related predictors (i.e., orthographic knowledge and rapid automatized naming; RAN), we aim at evaluating the text-fading training’s efficiency fo…

  • Profiles of German early childhood teachers’ pedagogical content beliefs and the relation to their competencies

    Open AccessSvenja Peters, Jan-Henning Ehm et al.ARTICLEEarly Childhood Research Quarterly2021Citada por: 1Referencias: 5

  • Wissen, Wissensorientierung und die Qualität von Fachkraft-Kind-Interaktionen

    Open AccessSvenja Peters, Katrin Wolstein et al.ARTICLEZeitschrift für Erziehungswissensch…2020

    Wissen und Einstellungen sind Kompetenzfacetten pädagogischer Fachkräfte, deren Einfluss auf die Qualität des Interaktionsverhaltens im Kita-Alltag diskutiert wird. Im Zuge der Forderung nach evidenzbasierter Praxis kommt der Wissensorientierung, als Teilfacette pädagogischer Einstellungen, eine besondere Rolle zu, da Fachkräfte zwar über Wissen verfügen können, sie sich für die praktische Anwendung aber auch über deren Sinnhaftigkeit sicher sein…

  • Analyzing the developmental relation of academic self-concept and achievement in elementary school children

    Jan-Henning Ehm, Marcus Hasselhorn et al.ARTICLEDevelopmental Psychology2019Citada por: 6Referencias: 5

    The association between academic self-concept and achievement is assumed to be reciprocal. Typically, the association is analyzed by variants of the classical cross-lagged panel model. Results with more recently developed methodological approaches, for example, the random intercept cross-lagged panel model, its continuous-time implementation, and the latent change score model, are not available so far. The present study aimed to test the associat…

  • The association of ADHD symptoms and reading acquisition during elementary school years

    Jan-Henning Ehm, Julia Kerner auch Koerner et al.ARTICLEDevelopmental Psychology2016Citada por: 3Referencias: 2

    The present longitudinal study aimed to investigate the influence of ADHD symptoms on reading development in elementary schoolchildren. To this end, repeated assessments of ADHD symptoms (teacher ratings of inattention, hyperactivity, and impulsivity) and reading achievement (standardized tests of decoding speed and text comprehension) were examined in a sample comprising 2,014 elementary schoolchildren at the end of Grades 1, 2, 3, respectively,…

  • Early Decoding Speed and Later Reading Competencies in Children with German as a Second Language

    Open AccessDagmar Duzy, Elmar Souvignier et al.ARTICLEChild Indicators Research2014Referencias: 7