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, Article 929. https://doi.org/10.3389/fpsyg.2016.00929

Schroeder, S., Segbers, J., & Schröter, P. (2016). Der Kinder-Titelrekognitionstest (K-TRT): Ein Instrument zur Erfassung des Lesevolumens von Kindern im Deutschen. Diagnostica, 62(1), 16–30. https://doi.org/10.1026/0012-1924/a000131

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. https://doi.org/10.1016/j.jecp.2015.09.005

Hachfeld, A., Schroeder, S., Hahn, A., 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. https://doi.org/10.1016/j.tate.2015.02.001

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(5), 677–683. https://doi.org/10.1080/20445911.2015.1053487

Schroeder, S., Hyönä, J., & Liversedge, S. P. (2015). Developmental eye-tracking research in reading: introduction to the special issue. Journal of Cognitive Psychology, 27(5), 500–510. https://doi.org/10.1080/20445911.2015.1046877

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(4), 1085–1094. https://doi.org/10.3758/s13428-014-0528-1

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(3), 155–165. https://doi.org/10.1026/0033-3042/a000275

Tiffin-Richards, S. P., & Schroeder, S. (2015). Children's and adults' parafoveal processes in German: phonological and orthographic effects. Journal of Cognitive Psychology, 27(5), 531–548. https://doi.org/10.1080/20445911.2014.999076

Tiffin-Richards, S. P., & Schroeder, S. (2015). Word length and frequency effects on children's eye movements during silent reading. Vision Research, 113(A), 33–43. https://doi.org/10.1016/j.visres.2015.05.008

Tiffin-Richards, S. P., & Schroeder, S. (2015). The component processes of reading comprehension in adolescents. Learning and Individual Differences, 42, 1–9. https://doi.org/10.1016/j.lindif.2015.07.016

Würzner, K.-M., & Schroeder, S. (2015). Morphologische und phonologische Repräsentationen in childLex. Spektrum Patholinguistik, 8, 183–200.

Euler, H. A., Lange, B. P., Schroeder, S., & Neumann, K. (2014). The effectiveness of stuttering treatments in Germany. Journal of Fluency Disorders, 39(1), 1–11. https://doi.org/10.1016/j.jfludis.2014.01.002

Schroeder, S., & Tiffin-Richards, S. P. (2014). Kognitive Verarbeitung von Leseverständnisitems mit und ohne Text. Zeitschrift für Pädagogische Psychologie, 28(1-2), 21–30. https://doi.org/10.1024/1010-0652/a000121

Schroeder, S., & Verrel, J. (2014). Cognitive processing and motor execution in the lexical decision task: A developmental study. Psychonomic Bulletin & Review, 21(2), 496–504. https://doi.org/10.3758/s13423-013-0509-x

Würzner, K.-M., Heister, J., & Schroeder, S. (2014). Altersgruppeneffekte in childLex. Spektrum Patholinguistik, 7, 123–131.

Schroeder, S. (2013). Effects of reading skill and CaSe MiXiNg on nonword reading in German. Journal of Research in Reading, 36(2), 186–201. https://doi.org/10.1111/j.1467-9817.2011.01499.x

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(2), 101–120. https://doi.org/10.1024/1010-0652/a000064

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(3), 403–420. https://doi.org/10.1007/s10212-011-0078-1

Ullrich, M., Schnotz, W., Horz, H., McElvany, N., Schroeder, S., & Baumert, J. (2012). Kognitionspsychologische Aspekte eines Kompetenzmodells zur Text-Bild-Integration. Psychologische Rundschau, 63(1), 11–17. https://doi.org/10.1026/0033-3042/a000105