Dr. Astrid Haase
Room: | Room 1.116, Waldweg 26, 37073 Goettingen |
Phone: | +49 551 39 - 21112 |
Fax: | +49 551 39 - 13570 |
Mail: | astrid.haase@uni-goettingen.de |
Office hours: | By arrangement |
- Since 2020: Research Assistant and Lecturer, Department of Educational Psychology, Georg August University Göttingen, Germany
- 2015 - 2020 Research Assistant, Lecturer and Ph.D. Student, Department of Developmental Psychology, University of Erfurt, Germany
- 2014 M.Sc. Psychology, Friedrich Schiller University Jena, Germany
- 2011 B.Sc. Psychology, Friedrich Schiller University Jena, Germany
- 2010 Diploma in Psychology, University of Kent in Canterbury, UK
- The relationship between morphological awareness and literacy skills
- Cognitive predecessors of reading and spelling
- Interventions to improve written language skills
Projects: Morph.B.
- Johannes, C. & Haase, A. (2022). The impact of feedback mode on learning gain and self-efficacy: A quasi-experimental study. Active Learning in Higher Education. https://doi.org/10.1177/14697874221131970
- Haase, A., & Steinbrink, C. (2022). Associations between morphological awareness and literacy skills in German primary school children: the roles of grade level, phonological processing and vocabulary. Reading and Writing, 35(7), 1675–1709. https://doi.org/10.1007/s11145-021-10247-1
- Haase, A. (2021). The Relationship between Morphological Awareness and Literacy Skills in German (Dissertation). University of Erfurt, Erfurt. Retrieved from https://www.db-thueringen.de/receive/dbt_mods_0004777
- Karing, C., Beelmann, A., & Haase, A. (2015). Herausforderungen von Präventionsarbeit an Grundschulen. Prävention und Gesundheitsförderung, 10(3), 229-234. https://doi.org/10.1007/s11553-015-0494-1
Recent Conference Presentations
- Haase, A., Fares, F., & Schroeder, S. (2022, September 10-15). Morphologische Bewusstheit und Lese-Rechtschreibfähigkeiten: Ein Vergleich von Bilingual Arabisch-Deutschsprachigen und Monolingual Deutschsprachigen Schüler*innen [Research Talk]. 52nd Congress of the German Psychological Society (Deutsche Gesellschaft für Psychologie, DGPs), Hildesheim, Germany. https://www.uni-hildesheim.de/dgps2022/
- Haase, A., Fares, F., & Schroeder, S. (2022, July 13-16). Morphological Awareness and Literacy Skills in Monolingual and Bilingual Children and in Literacy Competent Adults: Evidence from German [Spoken paper]. Twenty-Ninth Annual SSSR Conference, Newport, CA, United States. https://www.triplesr.org/twenty-ninth-annual-sssr-conference
Memberships
- DGPs; Subject groups for Developmental and Educational Psychology
- DFG Network "Research Field Reading"
- Society for Scientific Studies of Reading
- ZEWIL: Central Scientific Institution for Teacher Education at the University of Göttingen
Teaching
- M.KliPPT.1012: Psychology of Learning: Foundations and theories of Educational psychology
- M.KliPPT.1012: Psychology of Learning: Learning and developmental disorders
- M.BW.040 Diagnostic Principles and Performance Assessment
- B.Psy.801 Educational Psychology I: Diagnosis and Counselling
- M.BW.WP030 Educational Psychology: Teaching and Learning