Schroeder, Sascha

[["dc.bibliographiccitation.firstpage","191"],["dc.bibliographiccitation.journal","Early Childhood Research Quarterly"],["dc.bibliographiccitation.lastpage","203"],["dc.bibliographiccitation.volume","51"],["dc.contributor.author","Grolig, Lorenz"],["dc.contributor.author","Cohrdes, Caroline"],["dc.contributor.author","Tiffin-Richards, Simon P."],["dc.contributor.author","Schroeder, Sascha"],["dc.date.accessioned","2020-12-10T14:23:36Z"],["dc.date.available","2020-12-10T14:23:36Z"],["dc.date.issued","2020"],["dc.identifier.doi","10.1016/j.ecresq.2019.11.002"],["dc.identifier.issn","0885-2006"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/71985"],["dc.language.iso","en"],["dc.notes.intern","DOI Import GROB-354"],["dc.title","Narrative dialogic reading with wordless picture books: A cluster-randomized intervention study"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.firstpage","1682"],["dc.bibliographiccitation.issue","7"],["dc.bibliographiccitation.journal","Quarterly Journal of Experimental Psychology"],["dc.bibliographiccitation.lastpage","1691"],["dc.bibliographiccitation.volume","72"],["dc.contributor.author","Hasenäcker, Jana"],["dc.contributor.author","Verra, Luianta"],["dc.contributor.author","Schroeder, Sascha"],["dc.date.accessioned","2020-12-10T18:38:35Z"],["dc.date.available","2020-12-10T18:38:35Z"],["dc.date.issued","2018"],["dc.identifier.doi","10.1177/1747021818805063"],["dc.identifier.eissn","1747-0226"],["dc.identifier.issn","1747-0218"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/77380"],["dc.language.iso","en"],["dc.notes.intern","DOI Import GROB-354"],["dc.title","Comparing length and frequency effects in children across modalities"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.journal","Behavior Research Methods"],["dc.contributor.author","Siegelman, Noam"],["dc.contributor.author","Schroeder, Sascha"],["dc.contributor.author","Acartürk, Cengiz"],["dc.contributor.author","Ahn, Hee-Don"],["dc.contributor.author","Alexeeva, Svetlana"],["dc.contributor.author","Amenta, Simona"],["dc.contributor.author","Bertram, Raymond"],["dc.contributor.author","Bonandrini, Rolando"],["dc.contributor.author","Brysbaert, Marc"],["dc.contributor.author","Chernova, Daria"],["dc.contributor.author","Kuperman, Victor"],["dc.date.accessioned","2022-04-01T10:03:20Z"],["dc.date.available","2022-04-01T10:03:20Z"],["dc.date.issued","2022"],["dc.identifier.doi","10.3758/s13428-021-01772-6"],["dc.identifier.pii","1772"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/106142"],["dc.language.iso","en"],["dc.notes.intern","DOI-Import GROB-530"],["dc.relation.eissn","1554-3528"],["dc.rights.uri","https://www.springer.com/tdm"],["dc.title","Expanding horizons of cross-linguistic research on reading: The Multilingual Eye-movement Corpus (MECO)"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.journal","Reading and Writing"],["dc.contributor.author","Hess, Stefan"],["dc.contributor.author","Mousikou, Petroula"],["dc.contributor.author","Schroeder, Sascha"],["dc.date.accessioned","2021-10-01T09:58:55Z"],["dc.date.available","2021-10-01T09:58:55Z"],["dc.date.issued","2021"],["dc.description.abstract","Abstract In this study, we investigated effects of morphological processing on handwriting production in beginning writers of German. Children from Grades 3 and 4 were asked to copy words from a computer screen onto a pen tablet, while we recorded their handwriting with high spatiotemporal resolution. Words involved a syllable-congruent visual disruption (e.g., “Gol fer ”), a morpheme-congruent visual disruption (e.g., “Golf er ”), or had no disruption (e.g., “Golfer”). We analyzed productions in terms of Writing Onset Duration and Letter Duration at the onset of the second syllable (“f” in “Gol.fer”) and the onset of the suffix (“e” in “Golf_er”). Results showed that durations were longer at word-writing onset only for words with a morpheme-congruent visual disruption. Also, letter durations were longer at the onset of the second syllable (i.e., “-fer”) and shorter at the onset of the suffix (i.e., “-er”) only for words with a syllable-congruent visual disruption. We interpret these findings within extant theories of handwriting production and offer an explanation for the observed effects before and during trajectory formation."],["dc.description.abstract","Abstract In this study, we investigated effects of morphological processing on handwriting production in beginning writers of German. Children from Grades 3 and 4 were asked to copy words from a computer screen onto a pen tablet, while we recorded their handwriting with high spatiotemporal resolution. Words involved a syllable-congruent visual disruption (e.g., “Gol fer ”), a morpheme-congruent visual disruption (e.g., “Golf er ”), or had no disruption (e.g., “Golfer”). We analyzed productions in terms of Writing Onset Duration and Letter Duration at the onset of the second syllable (“f” in “Gol.fer”) and the onset of the suffix (“e” in “Golf_er”). Results showed that durations were longer at word-writing onset only for words with a morpheme-congruent visual disruption. Also, letter durations were longer at the onset of the second syllable (i.e., “-fer”) and shorter at the onset of the suffix (i.e., “-er”) only for words with a syllable-congruent visual disruption. We interpret these findings within extant theories of handwriting production and offer an explanation for the observed effects before and during trajectory formation."],["dc.identifier.doi","10.1007/s11145-021-10204-y"],["dc.identifier.pii","10204"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/90176"],["dc.language.iso","en"],["dc.notes.intern","DOI Import GROB-469"],["dc.relation.eissn","1573-0905"],["dc.relation.issn","0922-4777"],["dc.title","Morphological processing in developmental handwriting production: evidence from kinematics"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.firstpage","1396"],["dc.bibliographiccitation.issue","9"],["dc.bibliographiccitation.journal","Quarterly Journal of Experimental Psychology"],["dc.bibliographiccitation.lastpage","1406"],["dc.bibliographiccitation.volume","73"],["dc.contributor.author","Hess, Stefan"],["dc.contributor.author","Mousikou, Petroula"],["dc.contributor.author","Schroeder, Sascha"],["dc.date.accessioned","2021-04-14T08:32:48Z"],["dc.date.available","2021-04-14T08:32:48Z"],["dc.date.issued","2020"],["dc.identifier.doi","10.1177/1747021820908538"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/84019"],["dc.language.iso","en"],["dc.notes.intern","DOI Import GROB-399"],["dc.relation.eissn","1747-0226"],["dc.relation.issn","1747-0218"],["dc.title","Double-letter processing in developmental and skilled handwriting production: Evidence from kinematics"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.journal","Journal of Experimental Psychology: Learning, Memory, and Cognition"],["dc.contributor.author","Hasenäcker, Jana"],["dc.contributor.author","Schroeder, Sascha"],["dc.date.accessioned","2022-01-11T14:05:41Z"],["dc.date.available","2022-01-11T14:05:41Z"],["dc.date.issued","2021"],["dc.identifier.doi","10.1037/xlm0001064"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/97723"],["dc.language.iso","en"],["dc.notes.intern","DOI-Import GROB-507"],["dc.relation.eissn","1939-1285"],["dc.relation.issn","0278-7393"],["dc.title","Transposed and substituted letter effects across reading development: A longitudinal study."],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.journal","Reading and Writing"],["dc.contributor.author","Hasenäcker, Jana"],["dc.contributor.author","Schroeder, Sascha"],["dc.date.accessioned","2022-04-01T10:02:19Z"],["dc.date.available","2022-04-01T10:02:19Z"],["dc.date.issued","2022"],["dc.description.abstract","Abstract Reading a word requires several component processes. The dual route cascaded (DRC) model provides a characterization of these component processes and their involvement in different reading routes. We tested how relevant precursor skills associated with these component processes predict the use of the sublexical and lexical route in beginning readers of a transparent orthography. More than 100 German first graders performed a battery of tasks tapping into precursor skills associated with the DRC components. Using factor analysis, we first verified that the tasks can be attributed to three sets of skills, capturing visual, sublexical, and lexico-semantic components, as the DRC suggests. We then used these sets of skills to predict differences in the reliance on sublexical and lexical reading in second grade as indicated by length and frequency effects. Results show that the set of sublexical skills in first grade especially predicts differences in the recognition of long frequent words at the end of second grade, whereas the set of lexico-semantic skills predicts differences in the reading of long infrequent words. The findings corroborate the attribution of specific precursor skills to the sublexical and lexical route and reveal their distinct impact on sublexical and lexical reading in beginning readers. The work thus empirically informs the developmental version of the DRC, especially regarding variability in trajectories of reading acquisition."],["dc.identifier.doi","10.1007/s11145-021-10251-5"],["dc.identifier.pii","10251"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/105874"],["dc.language.iso","en"],["dc.notes.intern","DOI-Import GROB-530"],["dc.relation.eissn","1573-0905"],["dc.relation.issn","0922-4777"],["dc.rights.uri","https://creativecommons.org/licenses/by/4.0"],["dc.title","Specific predictors of length and frequency effects in German beginning readers: testing component processes of sublexical and lexical reading in the DRC"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dspace.entity.type","Publication"]]

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[["dc.bibliographiccitation.firstpage","255"],["dc.bibliographiccitation.issue","2"],["dc.bibliographiccitation.journal","Language, Cognition and Neuroscience"],["dc.bibliographiccitation.lastpage","268"],["dc.bibliographiccitation.volume","36"],["dc.contributor.author","Mousikou, Petroula"],["dc.contributor.author","Nüesch, Lorena"],["dc.contributor.author","Hasenäcker, Jana"],["dc.contributor.author","Schroeder, Sascha"],["dc.date.accessioned","2021-04-14T08:23:02Z"],["dc.date.available","2021-04-14T08:23:02Z"],["dc.date.issued","2020"],["dc.identifier.doi","10.1080/23273798.2020.1810291"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/80778"],["dc.language.iso","en"],["dc.notes.intern","DOI Import GROB-399"],["dc.relation.eissn","2327-3801"],["dc.relation.issn","2327-3798"],["dc.title","Reading morphologically complex words in German: the case of particle and prefixed verbs"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.firstpage","174702182210859"],["dc.bibliographiccitation.journal","Quarterly Journal of Experimental Psychology"],["dc.contributor.author","Pittrich, Katharina"],["dc.contributor.author","Schroeder, Sascha"],["dc.date.accessioned","2022-04-01T10:01:58Z"],["dc.date.available","2022-04-01T10:01:58Z"],["dc.date.issued","2022"],["dc.description.abstract","This study examined the cognitive processes involved in reading vertically and horizontally mirrored text. We tracked participants’ eye movements while they were reading the Potsdam Sentence Corpus which consists of 144 sentences with target words that are manipulated for length and frequency. Sentences were presented in three different conditions: In the normal condition, text was presented with upright letters, in the vertical condition, each letter was flipped around its vertical (left-right) axis while in the horizontal condition, letters were flipped around their horizontal (up-down) axis. Results show that reading was slowed down in both mirror conditions and that horizontal mirroring was particularly disruptive. In both conditions, we found larger effects of word length than in the normal condition indicating that participants read the sentences more serially and effortfully. Similarly, frequency effects were larger in both mirror conditions in later reading measures (gaze duration, go-past time, total reading time) and particularly pronounced in the horizontal condition. This indicates that reading mirrored script involves a late checking mechanism that is particularly important for reading horizontally mirrored script. Together, our findings demonstrate that mirroring affects both early visual identification and later linguistic processes."],["dc.identifier.doi","10.1177/17470218221085943"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/105791"],["dc.language.iso","en"],["dc.notes.intern","DOI-Import GROB-530"],["dc.relation.eissn","1747-0226"],["dc.relation.issn","1747-0218"],["dc.rights.uri","http://journals.sagepub.com/page/policies/text-and-data-mining-license"],["dc.title","EXPRESS: Reading vertically and horizontally mirrored text: An eye movement investigation"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dspace.entity.type","Publication"]]