Publikationen von Simon P. Tiffin-Richards

Zeitschriftenartikel (8)

2020
Zeitschriftenartikel
Grolig, L., Cohrdes, C., Tiffin-Richards, S. P., & Schroeder, S. (2020). Narrative dialogic reading with wordless picture books: A cluster-randomized intervention study. Early Childhood Research Quarterly, 51(2nd Quarter), 191–203. https://doi.org/10.1016/j.ecresq.2019.11.002
Zeitschriftenartikel
Grolig, L., Tiffin-Richards, S. P., & Schroeder, S. (2020). Print exposure across the reading life span. Reading and Writing, 33, 1423–1441. https://doi.org/10.1007/s11145-019-10014-3
2019
Zeitschriftenartikel
Eilers, S., Tiffin-Richards, S. P., & Schroeder, S. (2019). Gender cue effects in children's pronoun processing: A longitudinal eye tracking study. Scientific Studies of Reading, 23(6), 509–522. https://doi.org/10.1080/10888438.2019.1617293
Zeitschriftenartikel
Grolig, L., Cohrdes, C., Tiffin-Richards, S. P., & Schroeder, S. (2019). Effects of preschoolers' storybook exposure and literacy environments on lower level and higher level language skills. Reading and Writing, 32(4), 1061–1084. https://doi.org/10.1007/s11145-018-9901-2
2018
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
2015
Zeitschriftenartikel
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
Zeitschriftenartikel
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
2014
Zeitschriftenartikel
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
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