Publications
Overview
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Journal Articles
In press
Mousikou, P., Beyersmann, E., Ktori, M., Javourey-Drevet, L., Crepaldi, D., Ziegler, J.C., Grainger, J., & Schroeder, S. (in press). Orthographic consistency influences morphological processing in reading aloud: Evidence from cross-linguistic study. Developmental Science. doi:10.1111/desc.12952 PDF
Hasenäcker, J., Beyersmann, E., & Schroeder, S. (in press). Morphological priming in children: Disentangling the effects of school-grade and reading skill. Scientific Studies of Reading. doi:10.1080/10888438.2020.1729768 PDF
Beyersmann, E., Mousikou, P., Javourey-Drevet, L., Schroeder, S., Ziegler, J., & Grainger, J. (in press). Morphological processing across modalities and languages. Scientific Studies of Reading. doi:10.1080/10888438.2020.1730847 PDF
Grolig, L., Tiffin-Richards, S.P., & Schroeder, S. (in press). Print exposure across the life span. Reading & Writing. doi:10.1007/s11145-019-10014-3 PDF
Tiffin-Richards, S.P., & Schroeder, S. (in press). Context facilitation in text reading: A study of children‘s eye movements. Journal of Experimental Psychology: Learning, Memory, and Cognition. doi:10.1037/xlm0000834 PDF
Hess, S., Mousikou, P., & Schroeder, S. (in press). Double-letter processing in developmental and skilled handwriting production: Evidence from kinematics. Quarterly Journal of Experimental Psychology. doi:10.1177/1747021820908538 PDF
2020
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, 191-203. doi.org/10.1016/j.ecresq.2019.11.002 PDF
2019
Mousikou, B., & Schroeder, S. (2019). Morphological processing in single-word and sentence reading. Journal of Experimental Psychology: Learning, Memory, and Cognition, 45, 881-903. doi:10.1037/xlm0000619 PDF
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. doi:10.1037/xlm0000623 PDF
Eilers, S., Tiffin-Richards, S. P., & Schroeder, S. (2019). The repeated name penalty effect in children's natural reading: Evidence from eye tracking. The Quarterly Journal of Experimental Psychology, 72, 403-412. doi:10.1177/1747021818757712 PDF
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. doi:10.1016/j.humov.2018.07.003 PDF
Hasenäcker, J., Verra, L., & Schroeder, S. (2019). Comparing length and frequency effects in children across modalities. Quarterly Journal of Experimental Psychology, 72, 1682-1691. doi:10.1177/1747021818805063 PDF
Schmitterer, A. M. A., & Schroeder, S. (2019). Grain size effects in rime judgment across literacy development in German. Applied Psycholinguistics, 40, 673-691. doi:10.1017/S0142716418000784 PDF
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, 1061-1084. doi:10.1007/s11145-018-9901-2 PDF
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. doi.org/10.1016/j.cogdev.2019.01.002 PDF
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 PDF
Trautwein, J., & Schroeder, S. (2019). WOR-TE. Ein Ja/Nein-Wortschatztest für Kinder verschiedener Altersgruppen. Diagnostica, 65, 37-48. org/10.1026/0012-1924/a000212 PDF
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. doi:10.1177/0305735618756764 PDF
2018
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
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
2017
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
2016
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, 1616. doi:10.3389/fpsyg.2016.01616 PDF
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, 929. doi:10.3389/fpsyg.2016.00929 PDF
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. doi:10.1026/0012-1924/a000131 PDF
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. doi:10.1016/j.jecp.2015.09.005 PDF
2015
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. Teaching and Teacher Education, 48, 44-55. doi:10.1016/j.tate.2015.02.001 PDF
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, 677-683. doi:10.1080/20445911.2015.1053487 PDF
Schroeder, S., Hyönä, J., & Liversedge, S. P. (2015). Developmental eye-tracking research in reading: Introduction to the special issue. Journal of Cognitive Psychology, 27, 500-510. doi:10.1080/20445911.2015.1046877 PDF
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. doi:10.3758/s13428-014-0528-1 PDF
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, 155-165. doi:10.1026/0033-3042/a000275 PDF
Tiffin-Richards, S. P., & Schroeder, S. (2015). The component processes of reading comprehension in adolescents. Learning and Individual Differences, 42, 1-9. doi:10.1016/j.lindif.2015.07.016 PDF
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. doi:10.1080/20445911.2014.999076 PDF
Tiffin-Richards, S. P., & Schroeder, S. (2015). Word length and frequency effects on children’s eye movements during silent reading. Vision Research, 113, 33-43. PDF
2014
Euler, H. A., Lange, B. P., Schroeder, S., & Neumann, K. (2014). The effectiveness of stuttering treatments in Germany. Journal of Fluency Disorders, 39, 1-11. doi:10.1016/j.jfludis.2014.01.002 PDF
Schroeder, S., & Tiffin-Richards, S. P. (2014). Kognitive Verarbeitung von Leseverständnisitems mit und ohne Text. Zeitschrift für Pädagogische Psychologie, 28, 21-30. doi:10.1024/1010-0652/a000121 PDF
Schroeder, S., & Verrel, J. (2014). Cognitive processing and motor execution in the lexical decision task: A developmental study. Psychonomic Bulletin & Review, 21, 496-504. doi:10.3758/s13423-013-0509-x PDF
2013
Schroeder, S. (2013). Effects of reading skill and CaSe MiXiNg on nonword reading in German. Journal of Research in Reading, 36, 186-201. doi:10.1111/j.1467-9817.2011.01499.x PDF
2012
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, 403-420. doi:10.1007/s10212-011-0078-1 PDF
Hachfeld, A., Schroeder, S., Anders, Y., Hahn, A., & Kunter, M. (2012). Herkunft oder Überzeugung? Welche Rolle spielen der Migrationshintergrund und multikulturelle Überzeugungen für das Unterrichten von Kindern mit Migrationshintergrund? Zeitschrift für Pädagogische Psychologie, 26, 1-20. doi:10.1024/1010-0652/a000064 PDF
Ullrich, M., Schnotz, W., Horz, H., McElvany, N., Schroeder, S. & Baumert, J. (2012). Kognitionspsychologische Aspekte der Text-Bild-Integration. Psychologische Rundschau, 63, 11-17. doi:10.1026/0033-3042/a000105 PDF
2011
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. Research in Psychology, 1, 103-135. doi:10.3280/RIP2011-001006
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. doi:10.1037/a0023731 PDF
Hachfeld, A., Hahn, A., Schroeder, S., Anders, Y., Stanat, P., & Kunter, M. (2011). Assessing teachers’ multicultural and egalitarian beliefs: The teachers’ cultural beliefs scale. Teacher and Teacher Education, 27, 986-996. doi:10.1016/j.tate.2011.04.006 PDF
Lintorf, K., McElvany, N., Rjosk, C., Schroeder, S., Baumert, J., Schnotz, W., Horz, H., & Ullrich, M. (2011). Zuverlässigkeit von diagnostischen Lehrerurteilen - Reliabilität verschiedener Urteilsmaße bei der Einschätzung von Aufgabenschwierigkeiten. Unterrichtswissenschaft, 39, 102-120.
Schroeder, S., Richter, T., McElvany, N., Hachfeld, A., Baumert, J., Schnotz, W., Horz, H. et al. (2011). Teachers' beliefs, instructional behaviours and students' engagement in learning from texts with instructional pictures. Learning & Instruction, 21, 403-415. doi:10.1016/j.learninstruc.2010.06.0016.001 PDF
2010
Hachfeld, A., Anders, Y., Schroeder, S., Stanat, P., & Kunter, M. (2010). Does immigration background matter? How teachers’ predictions of student’ performance relate to student background. International Journal of Educational Research, 49, 79-91. doi:10.1016/j.ijer.2010.09.002 PDF
Schnotz, W., Horz, H., McElvany, N., Schroeder, S., Ullrich, M., Baumert, J., Hachfeld, A. & Richter, T. (2010). Das BITE-Projekt: Integrative Verarbeitung von Texten und Bildern in der Sekundarstufe I. In E. Klieme, D. Leutner & M. Kenk (Hrsg.), Kompetenzmodellierung. Zwischenbilanz des DFG-Schwerpunktprogramms und Perspektiven des Forschungsansatzes. Zeitschrift für Pädagogik, Beiheft 56 (S. 143-153). Weinheim: Beltz. doi:
McElvany, N., Schroeder, S., Richter, T., Hachfeld, A., Baumert, J., Schnotz, W., Horz, H. & Ullrich, M. (2010). Texte mit instruktionalen Bildern als Unterrichtsmaterial: Kompetenzen der Lehrkräfte. Unterrichtswissenschaft, 38, 98-116.
2009
McElvany, N., Schroeder, S., Richter, T., Hachfeld, A., Baumert, J., Schnotz, W., Horz, H. & Ullrich, M. (2009). Diagnostische Fähigkeiten von Lehrkräften bei der Einschätzung von Schülerleistungen und Aufgabenschwierigkeiten bei Lernmedien mit instruktionalen Bildern. Zeitschrift für Pädagogische Psychologie, 23, 223-235.doi:10.1024/1010-0652.23.34.223 PDF
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. doi:10.1037/a0014038 PDF
2008
Schroeder, S. Richter, T. & Hoever, I. (2008). Getting a picture that is both accurate and stable: Situation models and epistemic validation. Journal of Memory and Language, 59, 237-259. doi:10.1016/j.jml.2008.05.001 PDF
Books and Chapters
Birzilai, M., Johnson, J., Schroeder, S. & van den Broek, P. (Eds.). (2018). Learning to read in a digital world. Amsterdam: John Benjamin. doi:0.1075/swll.17 PDF
Thompson, J., Birzilai, M., van den Broek, P., & Schroeder, S. (2018). Discussion. In M. Birzilai, J. Thompson, S. Schroeder, & P. van den Broek (Eds.) Learning to read in a digital world (pp. 225-238). Amsterdam: John Benjamin. doi:10.1075/swll.17.10tho
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 [Primary and secondary effects in the transition to secondary school]. In W. Bos, E. Klieme & O. Köller (Hrsg.), Schulische Lerngelegenheiten und Kompetenzentwicklung. Festschrift für Jürgen Baumert (S. 285-310). Münster: Waxmann.
Richter, T., & Schroeder, S. (2008). Falschinformation [Misinformation effects]. In N. Krämer, S. Schwan, D. Unz & M. Suckfüll (Hrsg.), Schlüsselbegriffe der Medienpsychologie (S. 134-138). Stuttgart: Kohlhammer.
Schroeder, S. (2006). Lehr-Lern-Forschung: Unterrichtsforschung und Instruktions-psychologie [Instructional research: Educational and intructional research]. In N. Groeben & B. Hurrelmann (Hrsg.), Empirische Unterrichtsforschung in der Literatur- und Lesedidaktik. Ein Weiterbildungsprogramm (S. 177-238).
Groeben, N. & Schroeder, S. (2004). Versuch einer Synopse: Sozialisationsinstanzen – Ko-Konstruktion [Synopsis: Socialisation instances – co-construction]. In N. Groeben & B. Hurrelmann (Hrsg.), Lesesozialisation in der Mediengesellschaft. Ein Forschungsüberblick (S. 306-348). Weinheim: Juventa.