top of page
2021

von Hagen, A., Müller, B., Schaaf, M., Vannini, N., & Büttner, G. (2021, February 2). What influences the effects of school psychological services? A scoping review. Retrieved from osf.io/ud253

2020

Colenbrander, D., von Hagen, A., Kohnen, S., Beyersmann, E., Wegener, S., Roebuck-Krautz, A., … Castles, A. (2020, November 23). The effects of morphological instruction on literacy outcomes for children in English-speaking countries: A systematic review and meta-analysis. Retrieved from osf.io/w7yg9

Ruiz, C., Kohnen, S., von Hagen, A., Kwok, F., & Bull, R. (2020, July 12). Which Domain-Specific Skills at the Beginning of Formal Schooling Best Predict Later Mathematical Achievement?: a systematic review and meta-analysis. https://doi.org/10.17605/OSF.IO/W9QJA

von Hagen, A., Müller, B., Sedlak, A., Bachmann, G., Herbert, J., & Büttner, G. (2020, July 1). Teleconsultation compared to in-person school psychological services: a rapid systematic evidence review. Retrieved from osf.io/qy96w

Kalandadze, T., von Hagen, A., Kucirkova, N., Kašćelan, D., Bjerkenes, G. K., & Ruud, E. (2020, May 19). School-based language and literacy interventions for multilingual children and adolescents: A systematic evidence map and an overview of reviews. Retrieved from osf.io/9yaxz

Yong, M., von Hagen, A., Goh, S., Ye, C., & Foo, C. (2020, May 19). Mental Health Services Use in Singapore: A Systematic Map of Evidence. Retrieved from osf.io/vdfe6

von Hagen, A., Kohnen, S., Parrila, R., & McArthur, G. (2020, May 19). Spelling instruction in English-speaking primary schools: a  systematic review and meta-analysis. Retrieved from osf.io/jr294

von Hagen, A., Balbi, A., Arbildi, C., Möller, R. (2020, April 28). Impact of professional development programs on teachers' formative assessment practices and students' learning outcomes: a systematic review protocol. PROSPERO 2020 CRD42020152975 Available from: https://www.crd.york.ac.uk/prospero/display_record.php?ID=CRD42020152975

2019

Barboni, L., von Hagen, A., Senabre, I. & Piñeyro, S. (2019, April 17). Predictive validity of the Structured Assessment of Violence Risk in Youth (SAVRY) on the recidivism of juvenile offenders: a systematic review protocol. PROSPERO 2019 CRD42019128948 Available from: https://www.crd.york.ac.uk/prospero/display_record.php?ID=CRD42019128948

Sun, H., Vijayakumar, P., Taqiah Yussof, N., von Hagen, A. & Bus, A. (2019, March 20) Impact of shared book reading on the language and literacy skills of children in Asia: a systematic review protocol. PROSPERO 2019 CRD42019126279 Available from: https://www.crd.york.ac.uk/prospero/display_record.php?ID=CRD42019126279

2017

von Hagen, A., Kohnen, S. & Stadie, N. (2017). Foreign language attainment of children and adolescents with poor literacy skills: a systematic review protocol. PROSPERO 2017 CRD42017069980 Available from: https://www.crd.york.ac.uk/prospero/display_record.php?ID=CRD42017069980

bottom of page