Zeitschriftenartikel (62)

2019
Zeitschriftenartikel
Mousikou, P., & Schroeder, S. (2019). Morphological processing in single-word and sentence reading. Journal of Experimental Psychology: Learning, Memory, and Cognition, 45(5), 881–903. https://doi.org/10.1037/xlm0000619
Zeitschriftenartikel
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. https://doi.org/10.1016/j.learninstruc.2018.09.005
Zeitschriftenartikel
Schmitterer, A. M. A., & Schroeder, S. (2019). Young children's ability to distinguish thematic relations: Development and predictive value for early reading. Cognitive Development, 50, 22–35. https://doi.org/10.1016/j.cogdev.2019.01.002
Zeitschriftenartikel
Schmitterer, A. M. A., & Schroeder, S. (2019). Grain size effects in rime judgment across literacy development in German. Applied Psycholinguistics, 40(3), 673–691. https://doi.org/10.1017/S0142716418000784
Zeitschriftenartikel
Trautwein, J., & Schroeder, S. (2019). WOR-TE: Ein Ja/Nein-Wortschatztest für Kinder verschiedener Altersgruppen. Entwicklung und Validierung basierend auf dem Rasch-Modell. Diagnostica, 65(1), 37–48. https://doi.org/10.1026/0012-1924/a000212
2018
Zeitschriftenartikel
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. https://doi.org/10.1016/j.jecp.2018.04.005
Zeitschriftenartikel
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(3), 423–437. https://doi.org/10.1111/1467-9817.12116
Zeitschriftenartikel
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(2), 319–339. https://doi.org/10.1017/S0272263117000201
Zeitschriftenartikel
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(3), 305–315. https://doi.org/10.1177/1367006916672751
Zeitschriftenartikel
Tiffin-Richards, S. P., & 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(7), 1051–1063. https://doi.org/10.1037/xlm0000506
Zeitschriftenartikel
Tiffin-Richards, S. P., & Schroeder, S. (2018). Verification of nonwords: The baseword frequency effect in children's pseudohomophone reading. Psychonomic Bulletin & Review, 25(6), 2289–2294. https://doi.org/10.3758/s13423-017-1424-3
Zeitschriftenartikel
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, Article 2252. https://doi.org/10.3389/fpsyg.2018.02252
2017
Zeitschriftenartikel
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(4), 309–319. https://doi.org/10.1026/0012-1924/a000186
Zeitschriftenartikel
Hasenäcker, J., & Schroeder, S. (2017). Syllables and morphemes in German reading development: Evidence from second graders, fourth graders and adults. Applied Psycholinguistics, 38(3), 733–753. https://doi.org/10.1017/S0142716416000412
Zeitschriftenartikel
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(7), 1093–1108. https://doi.org/10.1037/xlm0000353
Zeitschriftenartikel
Mousikou, P., Sadat, J., Lucas, R., & Rastle, K. (2017). Moving beyond the monosyllable in models of skilled reading: Mega-study of disyllabic nonword reading. Journal of Memory and Language, 93, 169–192. https://doi.org/10.1016/j.jml.2016.09.003
Zeitschriftenartikel
Schröter, P., & Schroeder, S. (2017). The Developmental Lexicon Project: A behavioral database to investigate visual word recognition across the lifespan. Behavior Research Methods, 49(6), 2183–2203. https://doi.org/10.3758/s13428-016-0851-9
Zeitschriftenartikel
Schröter, P., & Schroeder, S. (2017). The impact of L2 German on component processes of reading. Journal of Research in Reading, 40(S1), 07–24. https://doi.org/10.1111/1467-9817.12078
Zeitschriftenartikel
Segbers, J., & Schroeder, S. (2017). How many words do children know? A corpus-based estimation of children's total vocabulary size. Language Testing, 34(3), 297–320. https://doi.org/10.1177/0265532216641152
2016
Zeitschriftenartikel
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, Article 1616. https://doi.org/10.3389/fpsyg.2016.01616
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