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Prof. Dr. Ehm, Jan-Henning

Fak I - Psychologie

ehm1[at]ph-heidelberg.de
OrcID: 0000-0001-8901-0309

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Fak I • Psychologie

Projekt-ID:1138 • Ausrichtung: national • 101 030 927 • Zeitraum: 16.02.26 bis 15.02.28

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Projekt-ID:1137 • Ausrichtung: national • 101 030 926 • Zeitraum: 01.10.25 bis 31.12.29

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Publikationen

Alle 2026

BuchOpen Access · CCPeer ReviewPrintEnglisch

Interventions for Improving Children‘s Language in Early-Childhood-Education-and-Care Institutional Settings in Germany

Ehm, J.-H. (2026). Interventions for Improving Children‘s Language in Early-Childhood-Education-and-Care Institutional Settings in Germany. Wiesbaden: Springer VS.

DOI10.1007/978-3-658-48818-5_4
ISBN978-3-658-48817-8

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DNB

SammelbandOpen Access · CCPeer ReviewEnglisch

Evaluation of a Digitized Reading Fluency Training

Ehm, J.-H. (2026). Evaluation of a Digitized Reading Fluency Training. In: Kinder mit erhöhtem Risiko für Bildungsmisserfolg. Wiesbaden: Springer VS.

DOI10.1007/978-3-658-48674-7_9

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SammelbandOnlinePeer ReviewPrintDeutsch

Psychologische Grundlagen für die Lernentwicklungsförderung von Kindern im Kindergarten und in der Schule

Ehm, J.-H. (2026). Psychologische Grundlagen für die Lernentwicklungsförderung von Kindern im Kindergarten und in der Schule. In: Didaktik dualen Unterrichts – Entwicklungsförderung und Fachunterricht verknüpfen. Stuttgart: Kohlhammer.

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ArtikelOpen Access · CCPeer ReviewPrintEnglisch

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

Ehm, J.-H. (2026). Interdependence of context, child- and word-related predictors of single-word reading strategies in German-speaking second graders. European Journal of Psychology of Education, 41(3), 41-94.

DOI10.1007/s10212-026-01155-5
StichworteReading strategies · Context · Child-level prerequisites · Word-levelcharacteristics

Abstract

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 characteristics included frequency and familiarity. A linear mixed-effects model was used to analyze the relationships between context, child-level and word-level characteristics and reading strategies simultaneously. Context, child-level (vocabulary and naming) and word-level (frequency and familiarity) characteristics significantly influenced reading strategy use. Furthermore, interaction effects showed that both naming and vocabulary moderated the influence of context. Multiple factors influence the word reading process. However, these factors are not independent of one another, suggesting that different factors should be considered in reading lessons and reading support to adapt learning units to the specific needs of individual children.

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ArtikelOpen AccessPeer ReviewPrintEnglisch

Preschool teachers’ noticing: a review of conceptualizations, operationalization, and empirical relations

Ehm, J.-H. (2026). Preschool teachers’ noticing: a review of conceptualizations, operationalization, and empirical relations. Zeitschrift für Erziehungswissenschaft, 29, 627-656.

DOI10.1007/s11618-025-01343-x

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ArtikelOpen Access · CCPeer ReviewPrintEnglisch

Reading Strategy Use in German Elementary School Children With Reading Difficulties: A Latent Profile Analysis

Ehm, J.-H. (2026). Reading Strategy Use in German Elementary School Children With Reading Difficulties: A Latent Profile Analysis. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 58.

DOI10.1026/0049-8637/a000318

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ArtikelOpen Access · CCPeer ReviewEnglisch

The longitudinal relation between adolescents’ learning outcomes and internalizing symptoms: The role of ADHD symptoms

Ehm, J.-H. (2026). The longitudinal relation between adolescents’ learning outcomes and internalizing symptoms: The role of ADHD symptoms. PLOS One, 21(5).

DOI10.1371/journal.pone.0347582

Abstract

The literature on bivariate relations between learning outcomes and symptoms of anxiety, depression, and ADHD is extensive. Much less research has been done into the trivariate longitudinal relations between learning outcomes, internalizing symptoms, and ADHD symptoms, which was the focus of the current study. Method The sample from the Adolescent Brain Cognitive Development (ABCD-) Study was largely representative for the US population in terms of, i.e., race and ethnicity and included 11,867 children aged 9 or 10 years (47.8% female; 52.2% male) at the start. Results The results of bi- and trivariate latent change score modelling with four timepoints showed that school records and symptoms of anxiety or depression were related, but school records did not predict these symptoms at the next timepoint, nor the other way around. ADHD was associated with both school records and symptoms of anxiety/ depression. Depression symptoms were a negative leading indicator of subsequent changes in ADHD. Conclusions The results suggest that ADHD symptoms do not form the main explanatory factor for the relation between school records and internalizing symptoms. They imply that it is important to recognize signs of depression at an early stage, so that such secondary problems can be prevented. Future research is needed to find underlying risk factors that can explain comorbidity, which can help identifying children with increased risk at an early stage.
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