
Publications
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Institute Publications MPRG "REaD" | Reading Education and Development (closed) (2012-2018) Schmitterer, A. M. A., & Schroeder, S. (2019). Effects of reading and spelling predictors before and after school entry: Evidence from a German longitudinal study. Learning and Instruction, 59, 46-53. doi:10.1016/j.learninstruc.2018.09.005 Full text Cohrdes, C., Grolig, L., & Schroeder, S. (2018). The development of music competencies in preschool children: Effects of a training program and the role of environmental factors. Psychology of Music. Advance online publication. doi:10.1177/0305735618756764 Full text Eilers, S., Tiffin-Richards, S. P., & Schroeder, S. (2018). Individual differences in children's pronoun processing during reading: Detection of incongruence is associated with higher reading fluency and more regressions. Journal of Experimental Child Psychology, 173, 250-267. doi:10.1016/j.jecp.2018.04.005 Full text Eilers, S., Tiffin-Richards, S. P., & Schroeder, S. (2018). The repeated name penalty effect in children's natural reading: Evidence from eye tracking. The Quarterly Journal of Experimental Psychology. Advance online publication. doi:10.1177/1747021818757712 Full text Grolig, L., Cohrdes, C., Tiffin-Richards, S. P., & Schroeder, S. (2018). Effects of preschoolers' storybook exposure and literacy environments on lower level and higher level language skills. Reading and Writing. Advance online publication. doi:10.1007/s11145-018-9901-2 Full text ![]() Hasenäcker, J., & Schroeder, S. (2018). Compound reading in German: Effects of constituent frequency and whole-word frequency in children and adults. Journal of Experimental Psychology: Learning, Memory, and Cognition. Advance online publication. doi:10.1037/xlm0000623 Full text Hess, S., Mousikou, P., Verrel, J., & Schroeder, S. (2018). Syllabic processing in handwritten word production in German children and adults. Human Movement Science. Advance online publication. doi:10.1016/j.humov.2018.07.003 Full text Mousikou, B., & Schroeder, S. (2018). Morphological processing in single-word and sentence reading. Journal of Experimental Psychology: Learning, Memory, and Cognition. Advance online publication. doi:10.1037/xlm0000619 Full text Schmitterer, A. M. A., & Schroeder, S. (2018). The recognition of letters in emergent literacy in German: Evidence from a longitudinal study. Journal of Research in Reading, 41, 423-437. doi:10.1111/1467-9817.12116 Full text Schröter, P., & Schroeder, S. (2018). Differences in visual word recognition between L1 and L2 speakers: The impact of length, frequency, and orthographic neighborhood size in German children. Studies in Second Language Acquisition, 40, 319-339. doi:10.1017/S0272263117000201 Full text Schröter, P., & Schroeder, S. (2018). Exploring early language detection in balanced bilingual children: The impact of language-specificity on cross-linguistic nonword recognition. International Journal of Bilingualism, 22, 305-315. doi:10.1177/1367006916672751 Full text Tiffin-Richards, S. P., & Schroeder, S. (2018). Verification of nonwords: The baseword frequency effect in children's pseudohomophone reading. Psychonomic Bulletin & Review, 25, 2289-2294. doi:10.3758/s13423-017-1424-3 Full text ![]() Tiffin-Richards, S., & Schroeder, S. (2018). The development of wrap-up processes in text reading: A study of children's eye movements. Journal of Experimental Psychology: Learning, Memory, and Cognition, 44, 1051-1063. doi:10.1037/xlm0000506 Full text Trautwein, J., & Schroeder, S. (2018). Orthographic networks in the developing mental lexicon: Insights from graph theory and implications for the study of language processing. Frontiers in Psychology, 9:2252. doi:10.3389/fpsyg.2018.02252 Full text ![]() Bäumel, T. (2017). Morphological effects on acoustic reduction in German. Bachelor thesis, Universität Osnabrück, Germany. Grolig, L., Cohrdes, C., & Schroeder, S. (2017). Der Titelrekognitionstest für das Vorschulalter (TRT-VS): Erfassung des Lesevolumens von präkonventionellen Lesern und Zusammenhänge mit Vorläuferfertigkeiten des Lesens. Diagnostica, 63, 309-319. doi:10.1026/0012-1924/a000186 Full text Hasenäcker, J., & Schroeder, S. (2017). Syllables and morphemes in German reading development: Evidence from second graders, fourth graders and adults. Applied Psycholinguistics, 38, 733-753. doi:10.1017/S0142716416000412 Full text Hasenäcker, J., Schröter, P., & Schroeder, S. (2017). Investigating developmental trajectories of morphemes as reading units in German. Journal of Experimental Psychology: Learning, Memory, and Cognition, 43, 1093-1108. doi:10.1037/xlm0000353 Full text Mann, J. (2017). Wie sprachlich komplex sind deutsche Kinderbücher? Eine Analyse lexikalischer Maße in childLex [How linguistically complex are children?s books? An analysis of lexical measures in childlex]. Bachelor thesis, Humboldt-Universität zu Berlin, Germany. Pöthke, S. (2017). Determinanten des Schriftspracherwerbs: Zum Einfluss kognitiver, sozialer und behavioraler Merkmale auf die Lese- und Rechtschreibkompetenz von Grundschülern [Determinants of literacy acquisition: On the effects of cognitive, social and behavioral factors on reading and writing skills in primary school]. Master's thesis, Universität Rostock, Germany. Schröter, P., & Schroeder, S. (2017). The Developmental Lexicon Project: A behavioral database to investigate visual word recognition across the lifespan. Behavior Research Methods, 49, 2183-2203. doi:10.3758/s13428-016-0851-9 Full text ![]() Schröter, P., & Schroeder, S. (2017). The impact of L2 German on component processes of reading. Journal of Research in Reading, 40(S1), S107-S124. doi:10.1111/1467-9817.12078 Full text Segbers, J., & Schroeder, S. (2017). How many words do children know? A corpus-based estimation of children's total vocabulary size. Language Testing, 34, 297-320. doi:10.1177/0265532216641152 Full text Walther, A. (2017). "Der Frosch war so in ein Dose drin. Und danach wollte er wieder raus. Er ist rausgegangen.": Der Einfluss einer Sprachfördermethode auf die Entwicklung der narrativen Fähigkeiten bei bilingualen Vorschulkindern Master's thesis, Universität Potsdam, Germany. Cohrdes, C., Grolig, L., & Schroeder, S. (2016). Relating language and music skills in young children: A first approach to systemize and compare distinct competencies on different levels. Frontiers in Psychology, 7:1616. doi:10.3389/fpsyg.2016.01616 Full text ![]() Hasenäcker, J. (2016). Learning to read complex words: Morphological processing in reading acquisition. Doctoral dissertation, Freie Universität Berlin, Germany. Hasenäcker, J., Beyersmann, E., & Schroeder, S. (2016). Masked morphological priming in German-speaking adults and children: Evidence from response time distributions. Frontiers in Psychology, 7:929. doi:10.3389/fpsyg.2016.00929 Full text ![]() Moeller, M. J. (2016). Auswirkungen komplexer Graphem-Phonem-Korrespondenzen auf den Leseerwerb: Eine fehleranalytische Auswertung künstlichen Orthografielernens. Master's thesis, International Psychoanalytic University, Berlin, Germany. Richert, A. (2016). Zusammenhänge von Rechtschreibfehlern in der Produktion und Rezeption. Master's thesis, Technische Universität Berlin, Germany. Schroeder, S., Segbers, J., & Schröter, P. (2016). Der Kinder-Titelrekognitionstest (K-TRT): Ein Instrument zur Erfassung des Lesevolumens von Kindern im Deutschen. Diagnostica, 62, 16-30. doi:10.1026/0012-1924/a000131 Full text Schröter, P. (2016). The development of visual word recognition in German bilinguals. Doctoral dissertation, Freie Universität Berlin, Germany. Full text ![]() Schröter, P., & Schroeder, S. (2016). Orthographic processing in balanced bilingual children: Cross-language evidence from cognates and false friends. Journal of Experimental Child Psychology, 141, 239-246. doi:10.1016/j.jecp.2015.09.005 Full text Hachfeld, A., Hahn, A., Schroeder, S., Anders, Y., & Kunter, M. (2015). Should teachers be colorblind? How multicultural and egalitarian beliefs differentially relate to aspects of teachers' professional competence for teaching in diverse classrooms. Teaching and Teacher Education, 48, 44-55. doi:10.1016/j.tate.2015.02.001 Full text Hasenäcker, J., Beyersmann, E., & Schroeder, S. (2015). Language proficiency moderates morphological priming in children and adults. In V. Pirrelli, C. Marzi, & M. Ferro (Eds.), NetWordS 2015: Word knowledge and word usage. Representations and processes in the mental lexicon. Retrieved from http://ceur-ws.org/Vol-1347/paper30.pdf (pp. 132-135). Full text Klimroth, S. (2015). Das mentale Lexikon in der Entwicklung: Eine Auswertung schriftlicher Assoziationen von Zweit- und ViertklässlerInnen. Bachelor's thesis, Humboldt-Universität zu Berlin, Germany. Klose, E. (2015). Der Einfluss visueller Merkmale auf die Buchstabenerkennung im Vorschulalter. Bachelor's thesis, Universität Potsdam, Germany. Liversedge, S. P., Schroeder, S., Hyönä, J., & Rayner, K. (2015). Emerging issues in developmental eye-tracking research: Insights from the workshop in Hannover, October 2013. Journal of Cognitive Psychology, 27, 677-683. doi:10.1080/20445911.2015.1053487 Full text Schroeder, S., Hyönä, J., & Liversedge, S. P. (Eds.). (2015). Developmental eye-tracking research in reading [Special issue]. Journal of Cognitive Psychology, 27(5). Schroeder, S., Hyönä, J., & Liversedge, S. P. (2015). Developmental eye-tracking research in reading: Introduction to the special issue. Journal of Cognitive Psychology, 27, 500-510. doi:10.1080/20445911.2015.1046877 Full text Schroeder, S., Würzner, K.-M., Heister, J., Geyken, A., & Kliegl, R. (2015). childLex: A lexical database of German read by children. Behavior Research Methods, 47, 1085-1094. doi:10.3758/s13428-014-0528-1 Full text Schroeder, S., Würzner, K.-M., Heister, J., Geyken, A., & Kliegl, R. (2015). childLex: Eine lexikalische Datenbank zur Schriftsprache für Kinder im Deutschen. Psychologische Rundschau, 66, 155-165. doi:10.1026/0033-3042/a000275 Full text Tiffin-Richards, S. P., & Schoeder, S. (2015). Word length and frequency effects on children's eye movements during silent reading. Vision Research, 113, 33-43. doi:10.1016/j.visres.2015.05.008 Full text Tiffin-Richards, S. P., & Schroeder, S. (2015). The component processes of reading comprehension in adolescents. Learning and Individual Differences, 42, 1-9. doi:10.1016/j.lindif.2015.07.016 Full text Tiffin-Richards, S., & Schroeder, S. (2015). Children's and adults' parafoveal processes in German: Phonological and orthographic effects. Journal of Cognitive Psychology, 27, 531-548. doi:10.1080/20445911.2014.999076 Full text Würzner, K.-M., & Schroeder, S. (2015). Morphologische und phonologische Repräsentationen in childLex. Spektrum Patholinguistik, 8, 183-200. Full text ![]() Euler, H. A., Lange, B. P., Schroeder, S., & Neumann, K. (2014). The effectiveness of stuttering treatments in Germany. Journal of Fluency Disorders, 39, 1-11. doi:10.1016/j.jfludis.2014.01.002 Full text Hanke, A. (2014). Zusammenhänge zwischen Rechtschreibstrategien und Leseleistung: Eine empirische Untersuchung. Bachelor thesis, Humboldt-Universität zu Berlin, Germany. Schroeder, S., & Tiffin-Richards, S. P. (2014). Kognitive Verarbeitung von Leseverständnisitems mit und ohne Text. Zeitschrift für Pädagogische Psychologie, 28, 21-30. doi:10.1024/1010-0652/a000121 Full text Schroeder, S., & Verrel, J. (2014). Cognitive processing and motor execution in the lexical decision task: A developmental study. Psychonomic Bulletin & Review, 21, 496-504. doi:10.3758/s13423-013-0509-x Full text Würzner, K.-M., Heister, J., & Schroeder, S. (2014). Altersgruppeneffekte in childLex. Spektrum Patholinguistik, 7, 123-131. Full text ![]() Hochpöchler, U., Schnotz, W., Rasch, T., Ullrich, M., Horz, H., McElvany, N., & Baumert, J. (2013). Dynamics of mental model construction from text and graphics. European Journal of Psychology of Education, 28, 1105-1126. doi:10.1007/s10212-012-0156-z Full text Schroeder, S. (2013). Effects of reading skill and CaSe MiXiNg on nonword reading in German. Journal of Research in Reading, 36, 186-201. doi:10.1111/j.1467-9817.2011.01499.x Full text Hachfeld, A., Schroeder, S., Anders, Y., Hahn, A., & Kunter, M. (2012). Multikulturelle Überzeugungen: Herkunft oder Überzeugung? Welche Rolle spielen der Migrationshintergrund und multikulturelle Überzeugungen für das Unterrichten von Kindern mit Migrationshintergrund? Zeitschrift für Pädagogische Psychologie, 26, 101-120. doi:10.1024/1010-0652/a000064 Full text McElvany, N., Schroeder, S., Baumert, J., Schnotz, W., Horz, H., & Ullrich, M. (2012). Cognitively demanding learning materials with texts and instructional pictures: Teachers' diagnostic skills, pedagogical beliefs and motivation. European Journal of Psychology of Education, 27, 403-420. doi:10.1007/s10212-011-0078-1 Full text Ullrich, M., Schnotz, W., Horz, H., McElvany, N., Schroeder, S., & Baumert, J. (2012). Kognitionspsychologische Aspekte eines Kompetenzmodells zur Text-Bild-Integration. Psychologische Rundschau, 63, 11-17. doi:10.1026/0033-3042/a000105 Full text Schroeder, S. (2011). What readers have and do: Effects of students' verbal ability and reading time components on comprehension with and without text availability. Journal of Educational Psychology, 103, 877-896. doi:10.1037/a0023731 Full text Schroeder, S., Richter, T., McElvany, N., Hachfeld, A., Baumert, J., Schnotz, W., Horz, H., & Ullrich, M. (2011). Teachers' beliefs, instructional behaviors, and students' engagement in learning from texts with instructional pictures. Learning and Instruction, 21, 403-415. doi:10.1016/j.learninstruc.2010.06.001 Full text Schroeder, S. (2010). Modellierung und Erfassung kognitiver Prozesse beim Textverstehen von Schülerinnen und Schülern. Habilitationsschrift. |