Karin Hebbecker

How Much g Is in the Distractor? Re-Thinking Item-Analysis of Multiple-Choice Items

Boris Forthmann, Natalie Förster, Elmar Souvignier, 2020, Journal of Intelligence.

Implementing evidence-based practices in reading classrooms – Longitudinal interrelations between teaching-related attitudes, innovation-specific perceptions, and perceived implementation success

Elmar Souvignier, Karin Hebbecker, Mareike Ehlert, 2022, Studies in Educational Evaluation.

Effects of Providing Teachers With Tools for Implementing Assessment-Based Differentiated Reading Instruction in Second Grade

Elmar Souvignier, Karin Hebbecker, Martin T. Peters, 2021, Assessment for Effective Intervention.

Data-based decision-making in schools: Examining the process and effects of teacher support.

Boris Forthmann, Natalie Förster, Elmar Souvignier, 2022, Journal of Educational Psychology.

Reciprocal Effects between Reading Achievement and Intrinsic and Extrinsic Reading Motivation

Natalie Förster, Elmar Souvignier, Karin Hebbecker, 2019, Scientific Studies of Reading.

Should teachers be accurate or (overly) positive? A competitive test of teacher judgment effects on students’ reading progress

M. Back, Sarah Humberg, Natalie Förster, 2021, Learning and Instruction.

Effects of Data-Based Decision-Making on Low-Performing Readers in General Education Classrooms: Cumulative Evidence From Six Intervention Studies

Boris Forthmann, Natalie Förster, Elmar Souvignier, 2021, Journal of learning disabilities.