Dr. Astrid Haase

CV

  • 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