Natalie Förster

Professor

Bergische Universität Wuppertal

Germany

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Natalie Förster is a Professor at the University of Wuppertal in Germany. Her research focuses on reading comprehension assessment, the effects of repeated reading, and the professionalization of student teachers. She has contributed to understanding teachers' intentions in inclusive education and the impact of the COVID-19 pandemic on reading performance among young children. Her recent publications highlight the importance of data-based decision-making in educational settings.

Articles (12)

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2024

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2024

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2024

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2024

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2023

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2023

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2023

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2023

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2022

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2022

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2022

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2021

Collaborators (5)

Wolfgang Lenhard

Adjunct Professor

GERMANY

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Christoph Weber

Johannes Kepler University Linz

AUSTRIA

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David Kemethofer

Prof.

Pädagogische Hochschule Niederösterreich

AUSTRIA

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Elmar Souvignier

University of Münster

GERMANY

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Mitja D. Back

University of Münster

GERMANY

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Natalie Förster

Research Interests

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Articles (12)

Flexible Item Response Modeling for Timed Reading Comprehension Assessment

Continuous texts or word lists? Exploring the effects and the process of repeated reading depending on the reading material and students’ reading abilities

The impact of a theory-practice-based professionalisation program on student teachers’ knowledge, motivation, and beliefs

Predictors of teachers' behavioral intentions in inclusive education and their changes over time: A competitive test of hypotheses

Kompensation von pandemiebedingten Lernlücken: Welche Rolle sollte die Diagnostik spielen?

Effects of the COVID-19 pandemic on reading performance of second grade children in Germany

Ice Is Hot and Water Is Dry

Measuring Reading Progress in Second Grade

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

Business-as-usual reading instruction in 2nd grade: teacher centered and rarely evidence-based

Shaky Student Growth? A Comparison of Robust Bayesian Learning Progress Estimation Methods

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

Collaborators (5)

Wolfgang Lenhard

Christoph Weber

David Kemethofer

Elmar Souvignier

Mitja D. Back

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