Publications by Jan Lenhart
For the availability of the publications, please check my profile on Researchgate.net and google.scholar.
Articles (peer review)
Lenhart, J., Suggate, S., & Lenhard, W. (2021). Shared-reading onset and emergent literacy development. Early Education and Development. Advance online publication. https://doi.org/10.1080/10409289.2021.1915651
Suggate, S., Lenhart, J., Vaahtoranta, E., & Lenhard, W. (2021). Interactive elaborative story-telling fosters vocabulary in pre-schoolers compared to repeated-reading and phonemic awareness interventions. Cognitive Development, 57, Article 100996. https://doi.org/10.1016/j.cogdev.2020.100996
Vaahtoranta, E., Suggate, S., Lenhart, J., & Lenhard, W. (2020). Language exposure and phonological short-term memory as predictors of majority language vocabulary and phonological awareness in dual language learning. Bilingualism: Language and Cognition, 24(2), 319-332. https://doi.org/10.1017/S1366728920000541
Lenhart, J., Dangel, J., & Richter, T. (2020). The relationship between lifetime book reading and empathy in adolescents: Examining transportability as a moderator. Psychology of Aesthetics, Creativity, and the Arts. Advance online publication. https://doi.org/10.1037/aca0000341
Lenhart, J., Suggate, S., Lenhard, W., & Vaahtoranta, E. (2020). Shared-reading in small groups: Examining the effects of question demand level and placement. Cognitive Development, 55, Article 100914. https://doi.org/10.1016/j.cogdev.2020.100914
Seitz*, M., Lenhart*, J., & Rübsam, N. (2020). The effects of gendered information in stories on preschool children’s development of gender stereotypes. British Journal of Developmental Psychology, 38, 363-390. https://doi.org/10.1111/bjdp.12323 (*shared first authorship)
Lenhart, J., Lenhard, W., Vaahtoranta, E., & Suggate, S. (2020). More than words: Narrator engagement during storytelling increases children’s word learning, story comprehension, and on-task behavior. Early Childhood Research Quarterly, 51, 338–351. https://doi.org/10.1016/j.ecresq.2019.12.009
Vaahtoranta, E., Lenhart, J., Suggate, S., & Lenhard, W. (2019). Interactive elaborative storytelling: Engaging children as storytellers to foster vocabulary. Frontiers in Psychology, 10, Article 1534. https://doi.org/10.3389/fpsyg.2019.01534
Lingel, K., Lenhart, J., & Schneider W. (2019). Metacognition in mathematics: Do different metacognitive monitoring measures make a difference? ZDM Mathematics Education, 51(4), 587–600. https://doi.org/10.1007/s11858-019-01062-8
Lenhart, J., Marx, P., Segerer, R., & Schneider, W. (2019). Rechtschreibung ohne Schreiben. Messen Fehleridentifikation und Diktat dasselbe? [Spelling Without Writing: Do Error Detection Tests and Dictation Tests Measure the Same Competence?] Diagnostica, 65(4), 216–227. https://doi.org/10.1026/0012-1924/a000229
Lenhart, J., Lenhard, W., Vaahtoranta, E., & Suggate, S. (2019). The effects of questions during shared-reading: Do demand-level and placement really matter? Early Childhood Research Quarterly, 47, 49-61. https://doi.org/10.1016/j.ecresq.2018.10.006
Vaahtoranta, E., Suggate, S., Jachmann, C., Lenhart, J., & Lenhard, W. (2018). Can explaining less be more? Enriching vocabulary through explicit versus elaborative storytelling. First Language, 38(2), 198-217. https://doi.org/10.1177/0142723717737452
Lenhart, J., Lenhard, W., Vaahtoranta, E., & Suggate, S. (2018). Incidental vocabulary acquisition from listening to stories: A comparison between read-aloud and free storytelling approaches. Educational Psychology, 38(5), 596-616. https://doi.org/10.1080/01443410.2017.1363377
Tests
Lenhart, J., Segerer, R., Marx, P., & Schneider W. (2020). Fehleridentifikationstest – Rechtschreibung für neunte und zehnte Klassen (R-FIT 9–10) [Error detection test - Spelling for ninth and tenth graders]. Göttingen: Hogrefe.
Segerer, R., Lenhart, J., Marx, P., & Schneider W. (2020). Deutschtest für neunte und zehnte Klassen (DT 9–10) [Test of German Language for ninth and tenth graders] [Manuscript submitted for publication]. Göttingen: Hogrefe.
Theses
Lenhart, J. (2019). Learning Words from Stories: How Method of Story Delivery and Questioning Styles Influence Children’s Vocabulary Learning [Doctoral dissertation, Julius-Maximilians-Universität Würzburg].
Lenhart, J. (2019). Das psychologische Testverfahren im Rahmen der Einschulungsdiagnostik: Eine historische Analyse im Spiegel der Schulfähigkeitsdebatte [Psychological tests of school readiness: An historical analysis within the school readiness debate] [Unpublished bachelor's thesis; Historical Studies]. Julius-Maximilians-Universität Würzburg.
Lenhart, J. (2014). Metacognitive monitoring competencies in mathematical problem-solving: Their development and relation to mathematics achievement in early secondary school [Unpublished master's thesis]. Julius-Maximilians-Universität Würzburg.
Lenhart, J. (2012). Intelligenzstabilität in der Sekundarstufe [Stability of intelligence in secondary school] [Unpublished bachelor's thesis]. Julius-Maximilians-Universität Würzburg.
Presentations and posters
Lenhart, J., Lenhard, W., Vaahtoranta, E., & Suggate, S. (2019, September 9-12). Erzählen versus Vorlesen: Der Einfluss der Sprachkomplexität und des Erzählerverhaltens auf kindliches Verhalten, Wortlernen und Geschichtenverständnis [Storytelling versus reading-aloud: The influence of language complexity and narrator behavior on children's behavior, word learning, and story comprehension] [Paper presentation]. "Fachgruppen Entwicklungspsychologie und Pädagogische Psychologie" (PAEPSY) Congress, Leipzig, Germany.
Vaahtoranta, E., Suggate, S., Lenhart, J., & Lenhard, W. (2019, June 23-28). Predictors of Dual Language Learning : L2 exposure predicts vocabulary and morphology but not phonological awareness [Paper presentation]. 12th International Symposium on Bilingualism (ISB 12), Edmonton, Alberta, Canada.
Lenhart, J., Lenhard, W., Vaahtoranta, E., & Suggate, S. (2018, September 15-20). Erzieherinnen und Kinderpflegerinnen als Diagnostiker: Welche Rolle spielt der Migrationshintergrund von Kindergartenkindern für die Genauigkeit der Einschätzung ihrer sprachlichen Leistungen? [Kindergarten teachers as diagnosticians: Does preschool children's migrational background influence kindergarten teacher's judgment accuracy of their verbal abilities?] [Paper presentation]. "Deutsche Gesellschaft für Psychologie" (DGPs) 51st Congress, Frankfurt am Main, Germany.
Rübsam, N., Seitz, M., & Lenhart, J. (2018, September 15-20). Entwicklung eines Geschlechtsstereotyp-Fragebogen [Development of a genderstereotype questionnaire] [Poster presentation]. "Deutsche Gesellschaft für Psychologie" (DGPs) 51st Congress, Frankfurt am Main, Germany.
Seitz, M., Rübsam, N., & Lenhart, J. (2018, September 15-20). Von mutigen Jungen und ängstlichen Mädchen: Reicht ein geschlechtsspezifischer Kontext in Kindergeschichten, um neue geschlechtsspezifische Assoziationen zu erwerben? [Brave Boys and Fearful Girls: Is a gender-specific context in children's stories enough to acquire new gender associations?] [Poster presentation]. "Deutsche Gesellschaft für Psychologie" (DGPs) 51st Congress, Frankfurt am Main, Germany.
Vaahtoranta, E., Suggate, S., Lenhart, J., & Lenhard, W (2018, September 15-20). Prädiktoren frühen kindlichen Zweitspracherwerbs – Die Rolle der Spracherfahrung und des phonologischen Arbeitsgedächtnisses für den Wortschatzerwerb [Predictors of Early Dual Language Learning – The Role of Language Experience and Phonological Working Memory for Vocabulary Development] [Paper presentation]. "Deutsche Gesellschaft für Psychologie" (DGPs) 51st Congress, Frankfurt am Main, Germany.
Lenhart, J., Lingel, K., Lenhard, W., Vaahtoranta, E., & Suggate, S. (2018, July 18-21). More than words: Narrator engagement during storytelling increases children’s word learning and on-task behaviour [Paper presentation]. Society for the Scientific Study of Reading (SSSR) 25th Annual Meeting, Brighton, UK.
Segerer, R., Lenhart, J., Marx, P., & Schneider, W. (2018, July 17-19). "I know that I know Nothing." – The Effects of "I don’t know"-Formula Scoring in Multiple-Choice Tests of Text Comprehension [Poster presentation]. Society for Text & Discourse (ST&D) 28th Annual Meeting, Brighton, UK.
Vaahtoranta, E., Lenhart, J., Suggate, S., & Lenhard, W. (2018, June 25-26). Predictors of Dual Language Learning – The Role of Language Experience and Phonological Working Memory [Paper presentation]. Child Language Symposium (CLS), Reading, UK.
Dangel, J., & Lenhart, J. (2017, September 11-14). Entwicklung einer Autoren- und Buchtitelcheckliste für die neunte und zehnte Jahrgangsstufe [Development of an Author- and Title-Recognition-Test for Grades 9 and 10] [Poster presentation]. "Fachgruppen Entwicklungspsychologie und Pädagogische Psychologie" (PAEPSY) Congress, Münster, Germany.
Lenhart, J., Lenhard, W., Vaahtoranta, E., & Suggate, S. (2017, September 11-14). Wortschatzerwerb durch Vorlesen: Welche Rolle spielen die Platzierung und das Anspruchsniveau von Fragen? [Learning words from books: The effects of placement and demand level of questions] [Paper presentation]. "Fachgruppen Entwicklungspsychologie und Pädagogische Psychologie" (PAEPSY) Congress, Münster, Germany.
Lenhart, J., Segerer, R., Marx, P., & Schneider W. (2017, September 11-14). Rechtschreibung ohne Schreiben: Eignet sich ein Fehleridentifikationstest als ökonomische Alternative zum Diktat? [Spelling without writing: Can we use a proofreading task instead of a dictation task?] [Paper presentation]. "Fachgruppen Entwicklungspsychologie und Pädagogische Psychologie" (PAEPSY) Congress, Münster, Germany.
Vaahtoranta, E., Lenhart, J., Suggate, S., & Lenhard, W. (2017, September 11-14). Elaborative interactive storytelling: Eine randomisierte, kontrollierte Sprachförderstudie im Kindergarten [Elaborative interactive storytelling: A randomized, controlled experiment regarding language acquisition in kindergarten] [Paper presentation]. "Fachgruppen Entwicklungspsychologie und Pädagogische Psychologie" (PAEPSY) Congress, Münster, Germany.
Lenhart, J., Lenhard, W., Vaahtoranta, E., & Suggate, S. (2016, September 18-22). Wortschatzerwerb durch Vorlesen im Kindergarten: Effekte der Platzierung und der Schwierigkeit von Fragen [Learning words from stories: Effects of placement and demand level of questions] [Poster presentation]. "Deutsche Gesellschaft für Psychologie" (DGPs) 50th Congress, Leipzig, Germany.
Vaahtoranta, E., Suggate, S., Lenhart, J., & Lenhard, W. (2016, September 18-22). Sprachförderung durch Märchenerzählungen im Kindergarten: Ein randomisiertes Experiment [Fostering language development through fairy tales: A randomized experiment] [Paper presentation]. "Deutsche Gesellschaft für Psychologie" (DGPs) 50th Congress, Leipzig, Germany.
