| 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 | 151 | 2016 |
| 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 | 82 | 2018 |
| Lesekompetenz in PISA 2018–Ergebnisse in einer digitalen Welt M Weis, A Doroganova, C Hahnel, M Becker-Mrotzek, T Lindauer, C Artelt, ... PISA, 47-80, 2018 | 62 | 2018 |
| Validating process variables of sourcing in an assessment of multiple document comprehension C Hahnel, U Kroehne, F Goldhammer, C Schoor, N Mahlow, C Artelt British Journal of Educational Psychology 89 (3), 524-537, 2019 | 36 | 2019 |
| Reading digital text involves working memory updating based on task characteristics and reader behavior C Hahnel, F Goldhammer, U Kröhne, J Naumann Learning and individual differences 59, 149-157, 2017 | 26 | 2017 |
| More Than (Single) Text Comprehension?–On University Students’ Understanding of Multiple Documents N Mahlow, C Hahnel, U Kroehne, C Artelt, F Goldhammer, C Schoor Frontiers in Psychology 11, 2020 | 24 | 2020 |
| Construct Equivalence of PISA Reading Comprehension Measured With Paper‐Based and Computer‐Based Assessments U Kroehne, S Buerger, C Hahnel, F Goldhammer Educational Measurement: Issues and Practice 38 (3), 97-111, 2019 | 22 | 2019 |
| The role of cognitive load in university students' comprehension of multiple documents C Hahnel, C Schoor, U Kroehne, F Goldhammer, N Mahlow, C Artelt Zeitschrift für Pädagogische Psychologie 33 (2), 105-118, 2019 | 22 | 2019 |
| From byproduct to design factor: On validating the interpretation of process indicators based on log data F Goldhammer, C Hahnel, U Kroehne, F Zehner Large-Scale Assessments in Education 9 (1), 20, 2021 | 21 | 2021 |
| Analysing log file data from PIAAC F Goldhammer, C Hahnel, U Kroehne Large-scale cognitive assessment: Analyzing PIAAC data, 239-269, 2020 | 17 | 2020 |
| Evaluation of Online Information in University Students: Development and Scaling of the Screening Instrument EVON C Hahnel, B Eichmann, F Goldhammer Frontiers in psychology 11, 2020 | 16 | 2020 |
| Entwicklung und Skalierung eines Tests zur Erfassung des Verständnisses multipler Dokumente von Studierenden C Schoor, C Hahnel, C Artelt, D Reimann, U Kröhne, F Goldhammer Diagnostica 66 (2), 123-135, 2020 | 16 | 2020 |
| Multiple document comprehension of university students: Test development and relations to person and process characteristics C Schoor, C Hahnel, N Mahlow, J Klagges, U Kroehne, F Goldhammer, ... Student learning in German higher education: Innovative measurement …, 2020 | 15 | 2020 |
| Readers' perceived task demands and their relation to multiple document comprehension strategies and outcome C Schoor, JF Rouet, C Artelt, N Mahlow, C Hahnel, U Kroehne, ... Learning and Individual Differences 88, 102018, 2021 | 14 | 2021 |
| Invariance of the response processes between gender and modes in an assessment of reading U Kroehne, C Hahnel, F Goldhammer Frontiers in Applied Mathematics and Statistics 5, 2, 2019 | 14 | 2019 |
| Patterns of reading behaviour in digital hypertext environments C Hahnel, D Ramalingam, U Kroehne, F Goldhammer Journal of Computer Assisted Learning 39 (3), 737-750, 2023 | 13 | 2023 |
| Handling missing data in structural equation models in R. A replication study for applied researchers A Wolgast, M Schwinger, C Hahnel, J Stiensmeier-Pelster Electronic Journal of Research in Educational Psychology 15 (1), 5-45, 2017 | 9 | 2017 |
| Controlling speed in component skills of reading improves the explanation of reading comprehension. F Goldhammer, U Kroehne, C Hahnel, P De Boeck Journal of educational psychology 113 (5), 861, 2021 | 6 | 2021 |
| PISA reading: Mode effects unveiled in short text responses F Zehner, U Kroehne, C Hahnel, F Goldhammer Psychological Test and Assessment Modeling 62 (1), 85-105, 2020 | 6 | 2020 |
| The role of domain-related epistemic beliefs for mastering cognitive requirements in multiple document comprehension N Mahlow, C Hahnel, U Kroehne, C Artelt, F Goldhammer, C Schoor Learning and Individual Differences 94, 102116, 2022 | 5 | 2022 |
