Publikationen
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Publikationen
2021
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Beyersmann, E., Mousikou, P., Schroeder, S., Javourey-Drevet, L., Ziegler , J., Grainger , J., ... Grainger , J.
(2021).
The dynamics of morphological processing in developing readers: A cross-linguistic masked priming study.
Journal of Experimental Child Psychology ,
208,
105140.
https://doi.org/10.1016/j.jecp.2021.1051.
-
Glandorf, D. & Schroeder, S.
(2021).
Slice: an algorithm to assign fixations in multi-line texts.
Procedia Computer Science,
192,
2971-2979.
https://doi.org/10.1016/j.procs.2021.09..
-
Hasenäcker, J. & Schroeder, S.
(2021).
Transposed and Substituted Letter Effects Across Reading Development: A Longitudinal Study.
Journal of Experimental Psychology: Learning, Memory, and Cognition.
https://doi.org/10.1037/xlm0001064.
-
Hess, S., Mousikou, P. & Schroeder, S.
(2021).
Morphological processing in developmental handwriting production: evidence from kinematics.
Reading and Writing.
1-19.
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Mousikou, P., Nüesch, L., Hasenäcker, J. & Schroeder, S.
(2021).
Reading morphologically complex words in German: the case of particle and prefixed verbs.
Language, Cognition and Neuroscience,
36(2),
255-268.
https://doi.org/10.1080/23273798.2020.18.
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Schroeder, S., Häikiö, T., Pagan, A., Dickins, J., Hyona, J., Liversedge, S., ... Liversedge, S.
(2021).
Eye Movements of Children and Adults Reading in Three Different Orthographies.
Journal of Experimental Psychology: Learning, Memory, and Cognition.
2020
-
Beyersmann, E., Mousikou, P., Javourey-Drevet, L., Schroeder, S., Ziegler, J., Grainger, J., ... Grainger, J.
(2020).
Morphological processing across modalities and languages.
Scientific Studies of Reading,
24,
500-519.
https://dx.doi.org/doi:10.1080/10888438.2020.1730847.
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Grolig, L., Tiffin-Richards, S. & Schroeder, S.
(2020).
Print exposure across the life span.
Reading & Writing,
33,
1423–1441.
https://doi.org/10.1007/s11145-019-10014.
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Grolig, L., Cohrdes, L., Tiffin-Richards, S. & Schroeder, S.
(2020).
Narrative dialogic reading with wordless picture books: A cluster-randomized intervention study.
Early Childhood Research Quarterly,
51,
191-203.
doi.org/10.1016/j.ecresq.2019.11.002.
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Hasenäcker, J., Beyersmann, E. & Schroeder, S.
(2020).
Morphological priming in children: Disentangling the effects of school-grade and reading skill.
Scientific Studies of Reading,
26,
484-499.
https://dx.doi.org/doi:10.1080/10888438.2020.1729768.
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Hess, S., Mousikou, P. & Schroeder, S.
(2020).
Double-letter processing in developmental and skilled handwriting production: Evidence from kinematics.
Quarterly Journal of Experimental Psychology,
73,
1396-1406.
https://dx.doi.org/doi:10.1177/1747021820908538.
-
Hessel, A. & Schroeder, S.
(2020).
Interactions Between Lower- and Higher-Level Processing When Reading in a Second Language: An Eye-Tracking Study.
Discourse Processes,
57(10),
940-964.
https://doi.org/10.1080/0163853X.2020.18.
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Jacobs, A., Herrmann, B., Lauer, G., Lüdtke, J. & Schroeder, S.
(2020).
Sentiment Analysis of Children and Youth Literature: Is There a Pollyanna Effect?.
Frontiers in Psychology ,
11,
2310.
https://doi.org/10.3389/fpsyg.2020.57474.
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Mousikou, P., Beyersmann, E., Ktori, M., Javourey-Drevet, L., Crepaldi, D., Ziegler, J., ... Schroeder, S.
(2020).
Orthographic consistency influences morphological processing in reading aloud: Evidence from cross-linguistic study.
Developmental Science,
23,
e12952.
https://doi.org/10.1111/desc.12952.
-
Tiffin-Richards, S. & Schroeder, S.
(2020).
Context facilitation in text reading: A study of children‘s eye movements.
Journal of Experimental Psychology: Learning, Memory, and Cognition,
46,
1701.
https://dx.doi.org/doi: 10.1037/xlm0000834.
2019
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Cohrdes, C., Grolig, L. & Schroeder, S.
(2019).
The development of music competencies in preschool children: Effects of a training program and the role of environmental factors.
Psychology of Music,
47,
358-375.
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Cohrdes, C., Grolig, L. & Schroeder, S.
(2019).
The development of music competencies in preschool children: Effects of a training program and the role of environmental factors.
Psychology of Music,
47,
358-375.
https://dx.doi.org/doi:10.1177/0305735618756764.
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Eilers, S., Tiffin-Richards, S. & Schroeder, S.
(2019).
The repeated name penalty effect in children's natural reading: Evidence from eye tracking.
Quarterly Journal of Experimental Psychology,
72,
403-412.
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Eilers, S., Tiffin-Richards, S. & Schroeder
(2019).
The repeated name penalty effect in children's natural reading: Evidence from eye tracking.
The Quarterly Journal of Experimental Psychology,
72,
403-412.
https://dx.doi.org/doi:10.1177/1747021818757712.
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Grolig, L., Cohrdes, C., Tiffin-Richards, S. & Schroeder, S.
(2019).
Effects of preschoolers' storybook exposure and literacy environments on lower level and higher level language skills.
Reading and Writing,
32,
1061-1084.
https://dx.doi.org/doi:10.1007/s11145-018-9901-2.
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Hasenäcker, J. & Schroeder, S.
(2019).
Compound reading in German: Effects of constituent frequency and whole-word frequency in children and adults.
Journal of Experimental Psychology: Learning, Memory, and Cognition,
920,
920.
https://dx.doi.org/10.1037/xlm0000623.
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Hasenäcker, J. & Schroeder, S.
(2019).
Compound reading in German: Effects of constituent frequency and whole-word frequency in children and adults. .
Journal of Experimental Psychology: Learning, Memory, and Cognition,
45,
920-933.
https://dx.doi.org/doi:10.1037/xlm0000623.
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Hasenäcker, J., Verra, L. & Schroeder, S.
(2019).
Comparing length and frequency effects in children across modalities.
Quarterly Journal of Experimental Psychology,
72,
1682-1691.
https://dx.doi.org/doi:10.1177/1747021818805063.
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Hess, S., Mousikou, P., Verrel, J. & Schroeder, S.
(2019).
Syllabic processing in handwritten word production in German children and adults. Human Movement Science.
Human Movement Science,
65,
5-14.
https://doi.org/10.1016/j.humov.2018.07..
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Hess, S., Mousikou, P., Verrel, J. & Schroeder, S.
(2019).
Syllabic processing in handwritten word production in German children and adults.
Human Movement Science,
65,
5-14.
https://dx.doi.org/doi:10.1016/j.humov.2018.07.003.
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Mousikou, P. & Schroeder, S.
(2019).
Morphological processing in single-word and sentence reading.
Journal of Experimental Psychology: Learning, Memory, and Cognition,
45,
881-903.
https://dx.doi.org/doi:10.1037/xlm0000619.
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Schmitterer, 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://dx.doi.org/10.1016/j.learninstruc.2018.09.005.
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Schmitterer, A. & Schroeder, S.
(2019).
Grain size effects in rime judgment across literacy development in German.
Applied Psycholinguistics,,
40,
673-691.
https://dx.doi.org/doi:10.1017/S0142716418000784.
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Schmitterer, A. & Schroeder, S.
(2019).
Young children's ability to distinguish thematic relations: Development and predictive value for early reading.
Cognitive Development,
50,
22-35.
doi.org/10.1016/j.cogdev.2019.01.002.
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Schmitterer, 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://dx.doi.org/doi:10.1016/j.learninstruc.2018.09.005.
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Trautwein, J. & Schroeder, S.
(2019).
WOR-TE. Ein Ja/Nein-Wortschatztest für Kinder verschiedener Altersgruppen.
Diagnostica,
65,
37-48.
https://dx.doi.org/org/10.1026/0012-1924/a000212.
2018
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Barzillai, M., Thomson, J., Schroeder, S. & Broek, P.
(2018).
Learning to Read in a Digital World.
-
Schmitterer, M. & 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.
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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.
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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.
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Thomson, J., Barzillai, M., Broek, P. & Schroeder, S.
(2018).
Learning to Read in a Digital World: Discussion.
(). : John Benjamins.
ISBN: 978-90-272-0122-5.
2017
-
Grolig, L., Cohrdes, C. & Schroeder, S.
(2017).
Title Recognition Test for Kindergarteners (TRT-VS): Assessment of preconventional readers’ print exposure and its relations to precursors of reading.
Diagnostica,
63,
309-319.
https://dx.doi.org/10.1026/0012-1924/a000186.
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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.
https://dx.doi.org/10.1037/xlm0000353.
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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.
https://dx.doi.org/10.1017/S0142716416000412.
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Schmitterer, A. & Schroeder, S.
(2017).
The recognition of letters in emergent literacy in german: Evidence from a longitudinal study.
Journal of Research in Reading.
https://dx.doi.org/10.1111/1467-9817.12116.
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Schröter, P. & Schroeder, S.
(2017).
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.
https://dx.doi.org/10.1017/S0272263117000201.
-
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.
https://dx.doi.org/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,
107-124.
https://dx.doi.org/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.
https://dx.doi.org/10.1177/0265532216641152.
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Stern, A., Schultze, T. & Schulz-Hardt, S.
(2017).
How Much Group is Necessary? Group-To-Individual Transfer in Estimation Tasks.
Collabra: Psychology,
95,
1–17.
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Stern, A., Drewes, S. & Schulz-Hardt, S.
(2017).
Gruppenleistung ENZYKLOPÄDIE DER PSYCHOLOGIE.
ISSN: 978-3-8017-0565-7.
2016
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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.
-
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.
-
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.
https://dx.doi.org/10.1026/0012-1924/a000131.
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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.
https://dx.doi.org/10.1016/j.jecp.2015.09.005.
2015
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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 (PSYNDEXshort).
Teaching and Teacher Education,
48,
44-55.
https://dx.doi.org/10.1016/j.tate.2015.02.001.
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Liversedge, S., 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.
https://dx.doi.org/10.1080/20445911.2015.1053487.
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Schroeder, S., Hyönä, J. & Liversedge, S.
(2015).
Developmental eye-tracking research in reading: Introduction to the special issue.
Journal of Cognitive Psychology,
27,
500-510.
https://dx.doi.org/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.
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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.
https://dx.doi.org/10.1080/20445911.2014.999076.
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Tiffin-Richards, S. & Schroeder, S.
(2015).
The component processes of reading comprehension in adolescents.
Learning and Individual Differences,
42,
1-9.
https://dx.doi.org/10.1016/j.lindif.2015.07.016.
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Tiffin-Richards, S. & Schroeder, S.
(2015).
Word length and frequency effects on children’s eye movements during silent reading.
Vision Research,
113,
33-43.
https://dx.doi.org/10.1016/j.visres.2015.05.008.
2014
-
Euler, H., Lange, B., Schroeder, S. & Neumann, K.
(2014).
The Effectiveness of Stuttering Treatments in Germany.
Journal of Fluency Disorders: Official Journal of the International Fluency Association,
39.
-
Schroeder, S. & Verrel, J.
(2014).
Cognitive processing and motor execution in the lexical decision task: A developmental study.
Psychonomic Bulletin & Review,
21,
496-504.
https://dx.doi.org/10.3758/s13423-013-0509-x.
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Schroeder, S. & Tiffin-Richards, S.
(2014).
Kognitive Verarbeitung von Leseverständnisitems mit und ohne Text.
Zeitschrift für Pädagogische Psychologie / German Journal of Educational Psychology,
28,
21-30.
https://dx.doi.org/10.1024/1010-0652/a000121.
2012
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Hachfeld, A., Schroeder, S., Anders, Y., Hahn, A. & Kunter, M.
(2012).
Multikulturelle Überzeugungen. Herkunft oder Überzeugung?.
Zeitschrift für Pädagogische Psychologie / German Journal of Educational Psychology,
26,
101-120.
https://dx.doi.org/10.1024/1010-0652/a000064.
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McElvany, N., Schroeder, S., Baumert, J., Schnotz, W., Horz, H., Ullrich, M., ... 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.
https://dx.doi.org/10.1007/s10212-011-0078-1.
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Ullrich, M., Schnotz, W., Horz, H., McElvany, N., Schroeder, S., Baumert, J., ... Baumert, J.
(2012).
Kognitionspsychologische Aspekte eines Kompetenzmodells zur Bild-Text-Integration. .
Psychologische Rundschau,
63,
11-17.
https://dx.doi.org/10.1026/0033-3042/a000105.
2011
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Hachfeld, A., Hahn, A., Schroeder, S., Anders, Y., Stanat, P., Kunter, M., ... Kunter, M.
(2011).
Assessing teachers' multicultural and egalitarian beliefs: The Teacher Cultural Beliefs Scale.
Teaching and Teacher Education,
27,
986-996.
https://dx.doi.org/10.1016/j.tate.2011.04.006.
-
Lintorf, K., McElvany, N., Rjosk, C., Schroeder, S., Baumert, J., Schnotz, W., ... Ullrich, M.
(2011).
Zuverlässigkeit von diagnostischen Lehrerurteilen - Reliabilität verschiedener Urteilsmaße bei der Einschätzung von Aufgabenschwierigkeiten.
Unterrichtswissenschaft,
39,
102-120.
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Schnotz, W., Ullrich, M., Hochpöchler, U., Horz, H., McElvany, N., Schroeder, S., ... Baumert, J.
(2011).
What makes text-picture-integration difficult?: A structural and procedural analysis of textbook requirements (PSYNDEXshort).
Ricerche di Psicologia,
1,
103-135.
https://dx.doi.org/10.3280/RIP2011-001006.
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Schroeder, S., Richter, T., McElvany, N., Hachfeld, A., Baumert, J., Schnotz, W., ... Ullrich, M.
(2011).
Teachers’ beliefs, instructional behaviors, and students’ engagement in learning from texts with instructional pictures.
Learning and Instruction,
21,
403-415.
https://dx.doi.org/10.1016/j.learninstruc.2010.06.001.
-
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.
https://dx.doi.org/10.1037/a0023731.
2010
-
Hachfeld, A., Anders, Y., Schroeder, S., Stanat, P. & Kunter, M.
(2010).
Does immigration background matter?: How teachers' predictions of students' performance relate to student background.
International Journal of Educational Research,
49,
78-91.
https://dx.doi.org/10.1016/j.ijer.2010.09.002.
-
Maaz, K., Schroeder, S. & Gresch, C.
(2010).
Primäre und sekundäre soziale Herkunftseffekte beim Übergang in die Sekundarstufe I. Neutralisation sozialer Herkunftseffekte und Konsequenzen auf das Übergangsverhalten.
(). : Waxmann.
ISBN: 978-3-8309-2358-9.
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McElvany, N., Schroeder, S., Richter, T., Hachfeld, A., Baumert, J., Schnotz, W., ... Ullrich, M.
(2010).
Texte mit instruktionalen Bildern als Unterrichtsmaterial - Kompetenzen der Lehrkräfte.
Unterrichtswissenschaft,
38,
98-116.
2009
-
McElvany, N., Schroeder, S., Hachfeld, A., Baumert, J., Richter, T., Schnotz, W., ... Ullrich, M.
(2009).
Diagnostische Fähigkeiten von Lehrkräften: Bei der Einschätzung von Schülerleistungen und Aufgabenschwierigkeiten bei Lernmedien mit Instruktionalen Bildern. .
Zeitschrift für Pädagogische Psychologie / German Journal of Educational Psychology,
23,
223-235.
https://dx.doi.org/10.1024/1010-0652.23.34.223.
-
Richter, T., Schroeder, S. & Wöhrmann, B.
(2009).
You don't have to believe everything you read: Background knowledge permits fast and efficient validation of information.
Journal of Personality and Social Psychology,
96,
538-558.
https://dx.doi.org/10.1037/a0014038.
