Publications

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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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Tiffin-Richards, S. P., & Schroeder, S. (2018). Verification of nonwords: The baseword frequency effect in children's pseudohomophone reading. Psychonomic Bulletin & Review. Advance online publication. doi:10.3758/s13423-017-1424-3
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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Schröter, P. (2016). The development of visual word recognition in German bilinguals. Doctoral dissertation, Freie Universität Berlin, Germany.
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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
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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
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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).
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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
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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
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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
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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
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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
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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
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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
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Würzner, K.-M., & Schroeder, S. (2015). Morphologische und phonologische Repräsentationen in childLex. Spektrum Patholinguistik, 8, 183-200.
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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
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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
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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
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Würzner, K.-M., Heister, J., & Schroeder, S. (2014). Altersgruppeneffekte in childLex. Spektrum Patholinguistik, 7, 123-131.
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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
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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
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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
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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
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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
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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
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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
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Schroeder, S. (2010). Modellierung und Erfassung kognitiver Prozesse beim Textverstehen von Schülerinnen und Schülern. Habilitationsschrift.