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Johannes Naumann
Johannes Naumann
Professor für Quantitative Methoden der Bildungsforschung, Bergische
Verified email at uni-wuppertal.de - Homepage
Title
Cited by
Cited by
Year
The time on task effect in reading and problem solving is moderated by task difficulty and skill: insights from a computer-based large-scale assessment.
F Goldhammer, J Naumann, A Stelter, K Tóth, H Rölke, E Klieme
Journal of Educational Psychology 106 (3), 608, 2014
3462014
Lesekompetenz von PISA 2000 bis PISA 2009
J Naumann, C Artelt, W Schneider, P Stanat
PISA 2009. Bilanz nach einem Jahrzehnt, 23-71, 2010
2562010
Lesemotivation und Lernstrategien
C Artelt, J Naumann, W Schneider
PISA 2009. Bilanz nach einem Jahrzehnt, 73-112, 2010
1952010
Effects of linear reading, basic computer skills, evaluating online information, and navigation on reading digital text
C Hahnel, F Goldhammer, J Naumann, U Kröhne
Computers in Human Behavior 55, 486-500, 2016
1572016
Eine revidierte fassung des inventars zur computerbildung (incobi-r)
T Richter, J Naumann, H Horz
Zeitschrift für pädagogische Psychologie, 2010
1522010
Metalinguistic awareness mediates effects of full biliteracy on third-language reading proficiency in Turkish–German bilinguals
DP Rauch, J Naumann, N Jude
International Journal of Bilingualism 16 (4), 402-418, 2012
1392012
Working memory capacity and reading skill moderate the effectiveness of strategy training in learning from hypertext
J Naumann, T Richter, U Christmann, N Groeben
Learning and Individual Differences 18 (2), 197-213, 2008
1382008
Assessing individual differences in basic computer skills
F Goldhammer, J Naumann, Y Keßel
European journal of psychological assessment, 2013
1322013
Lexical quality and reading comprehension in primary school children
T Richter, MB Isberner, J Naumann, Y Neeb
Scientific Studies of Reading 17 (6), 415-434, 2013
1252013
A model of online reading engagement: Linking engagement, navigation, and performance in digital reading
J Naumann
Computers in Human Behavior 53, 263-277, 2015
1232015
Signaling in expository hypertexts compensates for deficits in reading skill.
J Naumann, T Richter, J Flender, U Christmann, N Groeben
Journal of Educational Psychology 99 (4), 791, 2007
1172007
Attitudes toward the computer: Construct validation of an instrument with scales differentiated by content
T Richter, J Naumann, N Groeben
Computers in Human Behavior 16 (5), 473-491, 2000
1172000
Scanning and deep processing of information in hypertext: An eye tracking and cued retrospective think‐aloud study
L Salmerón, J Naumann, V García, I Fajardo
Journal of Computer Assisted Learning 33 (3), 222-233, 2017
962017
The role of planning in complex problem solving
B Eichmann, F Goldhammer, S Greiff, L Pucite, J Naumann
Computers & Education 128, 1-12, 2019
942019
Active/exploratory training promotes transfer even in learners with low motivation and cognitive ability
N Keith, T Richter, J Naumann
Applied Psychology 59 (1), 97-123, 2010
902010
More is not always better: The relation between item response and item response time in Raven’s matrices
F Goldhammer, J Naumann, S Greiff
Journal of Intelligence 3 (1), 21-40, 2015
862015
The role of reading skills in the evaluation of online information gathered from search engine environments
C Hahnel, F Goldhammer, U Kröhne, J Naumann
Computers in Human Behavior 78, 223-234, 2018
852018
Prozessbezogene Diagnostik von Lesefähigkeiten bei Grundschulkindern
T Richter, MB Isberner, J Naumann, Y Kutzner
Zeitschrift für Pädagogische Psychologie, 2012
622012
Time-on-task effects in digital reading are non-linear and moderated by persons' skills and tasks' demands
J Naumann, F Goldhammer
Learning and Individual Differences 53, 1-16, 2017
562017
Digital reading proficiency in German 15-year olds: Evidence from PISA 2012
J Naumann, C Sälzer
Zeitschrift für Erziehungswissenschaft 20 (4), 585-603, 2017
512017
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