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.issue","6"],["dc.bibliographiccitation.journal","Developmental Science"],["dc.bibliographiccitation.volume","23"],["dc.contributor.author","Mousikou, Petroula"],["dc.contributor.author","Beyersmann, Elisabeth"],["dc.contributor.author","Ktori, Maria"],["dc.contributor.author","Javourey‐Drevet, Ludivine"],["dc.contributor.author","Crepaldi, Davide"],["dc.contributor.author","Ziegler, Johannes C."],["dc.contributor.author","Grainger, Jonathan"],["dc.contributor.author","Schroeder, Sascha"],["dc.date.accessioned","2021-04-14T08:27:05Z"],["dc.date.available","2021-04-14T08:27:05Z"],["dc.date.issued","2020"],["dc.description.abstract","Abstract The present study investigated whether morphological processing in reading is influenced by the orthographic consistency of a language or its morphological complexity. Developing readers in Grade 3 and skilled adult readers participated in a reading aloud task in four alphabetic orthographies (English, French, German, Italian), which differ in terms of both orthographic consistency and morphological complexity. English is the least consistent, in terms of its spelling‐to‐sound relationships, as well as the most morphologically sparse, compared to the other three. Two opposing hypotheses were formulated. If orthographic consistency modulated the use of morphology in reading, readers of English should show more robust morphological processing than readers of the other three languages, because morphological units increase the reliability of spelling‐to‐sound mappings in the English language. In contrast, if the use of morphology in reading depended on the morphological complexity of a language, readers of French, German, and Italian should process morphological units in printed letter strings more efficiently than readers of English. Both developing and skilled readers of English showed greater morphological processing than readers of the other three languages. These results support the idea that the orthographic consistency of a language, rather than its morphological complexity, influences the extent to which morphology is used during reading. We explain our findings within the remit of extant theories of reading acquisition and outline their theoretical and educational implications."],["dc.description.abstract","Developing readers of four alphabetic orthographies (i.e. English, French, German, Italian) read aloud morphologically structured and non‐morphologically structured nonwords. English is the least consistent language, in terms of its spelling‐to‐sound relationships, and the most morphologically sparse, compared to the other three. English readers showed greater morphological processing than readers of the other three languages, which suggests that the orthographic consistency of a language, and not its morphological complexity, influences the extent to which morphology is used in reading. image"],["dc.description.sponsorship","European Research Council (ERC) Starting Grant"],["dc.description.sponsorship","Deutsche Forschungsgemeinschaft http://dx.doi.org/10.13039/501100001659"],["dc.description.sponsorship","Agence Nationale de la Recherche http://dx.doi.org/10.13039/501100001665"],["dc.description.sponsorship","Australian Research Council http://dx.doi.org/10.13039/501100000923"],["dc.identifier.doi","10.1111/desc.12952"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/82163"],["dc.language.iso","en"],["dc.notes.intern","DOI Import GROB-399"],["dc.relation.eissn","1467-7687"],["dc.relation.issn","1363-755X"],["dc.rights","This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited."],["dc.title","Orthographic consistency influences morphological processing in reading aloud: Evidence from a cross‐linguistic study"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.firstpage","1061"],["dc.bibliographiccitation.issue","4"],["dc.bibliographiccitation.journal","Reading and writing"],["dc.bibliographiccitation.lastpage","1084"],["dc.bibliographiccitation.volume","32"],["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","2020-12-10T14:11:50Z"],["dc.date.available","2020-12-10T14:11:50Z"],["dc.date.issued","2018"],["dc.identifier.doi","10.1007/s11145-018-9901-2"],["dc.identifier.eissn","1573-0905"],["dc.identifier.issn","0922-4777"],["dc.identifier.purl","https://resolver.sub.uni-goettingen.de/purl?gs-1/15564"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/71231"],["dc.language.iso","en"],["dc.notes.intern","DOI Import GROB-354"],["dc.notes.intern","Merged from goescholar"],["dc.rights","CC BY 4.0"],["dc.rights.uri","https://creativecommons.org/licenses/by/4.0"],["dc.title","Effects of preschoolers’ storybook exposure and literacy environments on lower level and higher level language skills"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dc.type.version","published_version"],["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"]]

[["dc.bibliographiccitation.firstpage","1423"],["dc.bibliographiccitation.issue","6"],["dc.bibliographiccitation.journal","Reading and Writing"],["dc.bibliographiccitation.lastpage","1441"],["dc.bibliographiccitation.volume","33"],["dc.contributor.author","Grolig, Lorenz"],["dc.contributor.author","Tiffin-Richards, Simon P."],["dc.contributor.author","Schroeder, Sascha"],["dc.date.accessioned","2021-04-14T08:26:06Z"],["dc.date.available","2021-04-14T08:26:06Z"],["dc.date.issued","2020"],["dc.identifier.doi","10.1007/s11145-019-10014-3"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/81833"],["dc.language.iso","en"],["dc.notes.intern","DOI Import GROB-399"],["dc.relation.eissn","1573-0905"],["dc.relation.issn","0922-4777"],["dc.title","Print exposure across the reading life span"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dspace.entity.type","Publication"]]