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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2018
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 PDF
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 PDF
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 PDF
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 PDF
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 PDF
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 PDF
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 PDF
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 PDF
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 PDF
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 PDF
Tiffin-Richards, S. P., & Schroeder, S. (2018). Verification of nonwords: The baseword frequency effect in children's pseudohomophone reading. Psychonomic Bulletin & Review, 25, 2289-2294. doi:10.3758/s13423-017-1424-3 PDF
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 PDF
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, 9:2252. doi:10.3389/fpsyg.2018.02252 PDF
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 PDF
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 PDF
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 PDF
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 PDF
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 PDF
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 PDF