Prof. Dr. Nele McElvany

Current Projects (Selection):

• Progress In Reading Literacy Study 2026 (PIRLS), project duration: 01.04.2024 – 31.12.2028
• National Educational Panel Study (NEPS), project duration: since 01.01.2009
• Promoting reading skills through artificial intelligence and digital stories (LeseKI:DS), project duration: 01.02.2024 – 31.10.2025
• Study on the development of political and social competence in adolescence (EPKO), project duration: since 01.07.2021
• From Prediction to Agile Interventions in the Social Sciences (FAIR), project duration: 01.11.2021 – 30.06.2025
• Career orientation competence in longitudinal section (BOKIL), project duration: since 01.01.2022
• Shaping linguistic education together with elementary schools, families, and educational professionals: What works? (SPEAK), project duration: 01.10.2022 – 30.09.2026
• Diversity-related attitudes (DIVE), project duration: since 01.12.2022
• Digital and analogue reading: Effects on vocabulary gains (DiAna), project duration: 01.12.2024 – 31.05.2025
• Roland Berger Foundation at the GGS Sandstraße (Klasse! – Eval), project duration: 01.01.2025 – 31.12.2028 
• Study on the development of civic literacy in adolescence (CIVIC), project duration: vsl. ab 01.10.2025

Past Projects (Selection):

• Progress In Reading Literacy Study (PIRLS), project duration: 01.03.2019 – 31.03.2023
• PIRLS-Tranfer, project duration: 01.08.2022 – 31.01.2023
• Collaborative teaching and learning with digital media in teacher education: mobile – professional – inclusive (K4D), project duration: 01.03.2020 – 31.12.2023
• School integration of newly immigrated children: An environmental multilevel perspective (School Integration), project duration: 01.05.2020 – 31.10.2023
• Teaching during the Corona pandemic 2021 (Corona-U 2021), project duration: 20.01.2021 – 30.04.2021
• Teaching during the Corona Pandemic (Corona-U), project duration: 01.04.2020 – 31.12.2020
• Learning and Assessment in the digital age (LL digital), project duration: 01.06.2019 – 30.11.2022
• Effects and moderators of stereotype threat in vocabulary acquisition of students with a Turkish migration background on primary and secondary schools (Stereotype Threat), project duration: 01.06.2018 – 30.09.2022
• Evidence-based Qualification of Students of an Education Program: Effective and Adaptive Classroom Management in Inclusive Settings (EQuaL-I), project duration: 01.04.2018 – 30.09.2021
• Interest in Reading Texts (TiL), project duration: 01.02.2018 – 01.12.2018
• Measuring and promoting the development of creativity in school (EkK Musik), project duration: 01.05.2017 – 30.06.2021
• Trends in International Mathematics and Science Study 2019 - Teilprojekt "Unterrichtsqualität" (TIMSS 2019 - UQ), project duration: 01.03.2017 – 31.12.2020
• Reading literacy against the background of social and cultural diversity: Differential meanings of item, student and instructional aspects in large scale assessments (LeseDif), project duration: 01.09.2016 – 31.12.2019
• Motivation and Competence in Music (MoKoM), project duration: 01.04.2016 – 31.01.2019
• Evaluation of Approaches and Methods of Multidisciplinary Reading Promotion in Primary Education (BiSS-EvalLesen), project duration: 01.08.2015 – 31.12.2018
• Berlin Longitudinal Reading Study (LESEN 3-6), project duration: 01.01.2014 – 31.12.2020
• Scientific evaluation of the trial phase of "Learning Longer Together" in North Rhine-Westphalia (Comprehensive School), project duration: 01.12.2013 – 30.04.2017
• Language and Gender (SpraGe), project duration: 01.11.2013 – 31.12.2016
• Examination of Test-fairness of Selected Large Scale Assessments for Core Student Sub-populations (Test-fairness), project duration: 01.01.2012 – 31.12.2014
• Effectiveness of Vocabulary Support for Kindergarten and Primary School Children from Non-German Speaking Families (InterMut), project duration: 01.11.2011 – 31.10.2015
• Self-efficacy of students with and without immigrant backgrounds: Differential forms of acquisition, diagnostic skills of teachers, and the importance for the development of performance (Se-Mig), project duration: 01.11.2011 – 31.03.2015
• Potential of the First-language in the Support and Development of Language Skills and Competencies (POSTSPRACHE), project duration: 01.10.2010 – 31.12.2015
• Development and Evaluation of Competency Models for Integrated Processing of Texts and Images, project duration: 01.10.2008 – 30.09.2014

• Becker, M., McElvany, N., & Kortenbruck, M. (2010). Intrinsic and extrinsic reading motivation as predictors of reading literacy: A longitudinal study. Journal of Educational Psychology, 102, 773–785. https://doi.org/10.1037/a0020084 
• Harju-Luukkainen, H. K., McElvany, N., & Stang, J. (Eds.). (2020). Monitoring of student achievement in the 21st century: European policy perspectives and assessment strategies. Springer International Publishing. https://doi.org/10.1007/978-3-030-38969-7 
• Ludewig, U., Kleinkorres, R., Schaufelberger, R., Schlitter, T., Lorenz, R., König, C., Frey, A., & McElvany, N. (2022). COVID-19 pandemic and student reading achievement: Findings from a school panel study. Frontiers in Psychology, 13, Article 876485. https://doi.org/10.3389/fpsyg.2022.876485 
• Maaz, K., Baumert, J., Gresch, C., & McElvany, N. (Eds.). (2010). Der Übergang von der Grundschule in die weiterführende Schule – Leistungsgerechtigkeit und regionale, soziale und ethnisch-kulturelle Disparitäten [The transition from primary to secondary school – performance equity and regional, social and ethnic-cultural disparities]. Berlin: BMBF.
• McElvany, N. & Artelt, C. (2009). Systematic reading training in the family: Development, implementation, and initial evaluation of the Berlin Parent-Child Reading Program. Learning & Instruction, 19(1), 79-95. https://doi.org/10.1016/j.learninstruc.2008.02.002 
• McElvany, N., Lorenz, R., Frey, A., Goldhammer, F., Schilcher, A., & Stubbe, T. (Eds.). (2023). IGLU 2021: Lesekompetenz von Grundschulkindern im internationalen Vergleich und im Trend über 20 Jahre [PIRLS 2021: Reading literacy of primary school children in international comparison and trend over 20 years]. Waxmann. https://doi.org/10.31244/9783830997009 
• McElvany, N., Ohle, A., El-Khechen, W., Hardy, I., & Cinar, M. (2017). Förderung sprachlicher Kompetenzen – Das Potential der Familiensprache für den Wortschatzerwerb aus Texten [Supporting Language Competencies – The Potential of the Family Language for Vocabulary Acquisition from Texts]. Zeitschrift für Pädagogische Psychologie, 31, 13–25. https://doi.org/10.1024/1010-0652/a000189 
• Stang-Rabrig, J., Brüggemann, T., Lorenz, R., & McElvany, N. (2022). Teachers’ occupational well-being during the COVID-19 pandemic: The role of resources and demands. Teaching and Teacher Education, 117, Article 103803. doi.org/10.1016/j.tate.2022.103803
• van Steensel, R. C., McElvany, N., Kurvers, J. J., & Herppich, S. (2011). How effective are family literacy programs? Results of a meta-analysis. Review of Educational Research, 81, 69–96. https://doi.org/10.3102/0034654310388819 
• vbw - Vereinigung der Bayerischen Wirtschaft e. V. (Ed.). (Anders, Y., Daniel, H.-D., Hannover, B., Köller, O., Lenzen, D., McElvany, N., Roßbach, H.-G., Seidel, T., Tippelt, R., Wößmann, L.). (2020). Bildung zu demokratischer Kompetenz: Gutachten [Education for democratic competence: Expert opinion]. Waxmann. https://doi.org/10.31244/9783830941811 

Continuously

Working Group for Empirical Educational Research (AEPF), German Society for Educational Science (DGfE), German Society for Reading and Writing (DGLS), German Society for Psychology (DGPs), Society for Empirical Educational Research (GEBF)

Temporarily

American Educational Research Association (AERA), European Association for Research on Learning and Instruction (EARLI)

Since  2025

• Member of the Scientific Advisory Board of Stiftung Lesen

Since 2024

• Chairwoman of the NEPS Network Committee

Since 2023

• Member of the Advisory Board of the Roland Berger Stiftung

Since 2021

• Member of the NEPS Network Commitee

Since 2019

• LIfBi Research Affiliate
• Associate Editor “Educational Assessment” (EA)

Since 2018

• Member of the Board of IEA Deutschland e.V.
• Member of the Scientific Advisory Board of the ifo Education Barometer

2018-2020

• Member of the Academic Senate of TU Dortmund University
• Member of the Structural Commission of TU Dortmund University
• Member of the Mediation Committee of TU Dortmund University

2017-2020

• Co-editor and editor-in-chief of “Journal for Educational Research Online“ (JERO)
• Member of the jury for the GEBF Young Talent Award

Since 2017

• Member of Aktionsrat Bildung
• Member of the advisory board of the LEO 2017/2018 level-one study at the University of Hamburg

2016-2020

• Member of the Faculty Council of the Faculty of Education, Psychology and Sociology at TU Dortmund University

2016-2018

• Deputy member of the Academic Senate of TU Dortmund University

Since 2016

• Member of the scientific advisory board of the National Decade for Literacy and Basic Education (KMK of the federal states/BMBF)
• Member of the Council of the Academy for Educational Research and Teacher Training (ABL) at Goethe University Frankfurt

2014

• Member of the Rector's Round Table on specialised educational science at TU Dortmund University

2013/2014

• Member of the Pearson International Reading Expert Group for PISA 2018

Seit 2013

• Member of the Centre for Applied Psychology at TU Dortmund University

2012-2020

• Member of the Mundo advisory board (TU Dortmund University magazine)

2012-2016

• Mentor for young female scientists in four mentoring programmes

2011-2012

• Comm. Head of the Centre for Applied Psychology at TU Dortmund University

2011

• Member of the Rector's Round Table on the future of psychology at TU Dortmund University

Since 2010

• Member of the Structural Commission of the Faculty of Education, Psychology and Sociology at TU Dortmund University
• Member of appointment committees of the faculty and the university