Sascha Schroeder


  • since 2018: Full professor for Educational Psychology at the Univerisity Goettingen
  • 2012 - 2018: Head of the Max Planck Research Group „Reading Education and Development“ (REaD) at the Max Planck Institute for Human Development, Berlin.
  • 2010-2012: Scientific Researcher at the University of Kassel
  • 2008-2010: Scientific Researcher at the Max Planck Institute for Human Development, Berlin
  • 2003-2008: Scientific Researcher at the University of Cologne
  • Reading and Language: Process-based diagnostic of reading and language deficits, eye movements of children and adults, cognitive deficits of poor readers
  • Educational Psychology: Learning and teaching in digital environments, serious gaming, embedded assessment
  • Methods: Linear mixed-effect models, diffusion models and reaction time distributions, cognitive modelling


  • 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

  • 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
  • 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
  • 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
  • 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
  • Tiffin-Richards, S.P., & Schroeder, S. (in press). Context facilitation in text reading: A sutdy of children‘s eye movements. Journal of Experimental Psychology: Learning, Memory, and Cognition. doi:10.1037/xlm0000834
  • 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 Quarterly51191-203.


  • Eilers, S., Tiffin-Richards, S.P., & Schroeder, S. (2019). Gender cue effects in children’s pronoun processing: A longitudinal eye tracking study. Scientific Studies of Reading23509-522doi:10.1080/10888438.2019.1617293
  • Mousikou, P., & Schroeder, S. (2019). Morphological processing in single-word and sentence reading. Journal of Experimental Psychology: Learning, Memory, and Cognition, 45, 881-903doi:10.1037/xlm0000619
  • Hasenäcker, J.V., & Schroeder, S. (2019). Compound reading in German: Effects of constituent frequency and whole-word frequency in adults and children. Journal of Experimental Psychology: Learning, Memory, and Cognition, 45, 920-933doi:10.1037/xlm0000623
  • Eilers, S., Tiffin-Richards, S.P., & Schroeder, S. (2019). The repeated name penalty effect in children’s natural reading: Evidence from eye-tracking. Quarterly Journal of Experimental Psychology, 72, 403-412doi:10.1177/1747021818757712
  • Heß, S., Verrel, J., Mousikou, P., & Schroeder, S. (2019). Syllabic processing in handwritten word production in German children and adults. Human Movement Science, 65, 5-14doi:10.1016/j.humov.2018.07.003
  • 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
  • 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 Instruction59, 46-53. doi:10.1016/j.learninstruc.2018.09.005
  • Grolig, L., Cohrdes, C., & Schroeder, S. (2019). Effects of preschoolers‘ storybook exposure and literacy environments on lower level and higher level language skills. Reading & Writing, 32, 1061-1084. doi:10.1007/s11145-018-9901-2
  • Schmitterer, A. M. A., & Schroeder, S. (2019). Young children’s ability to distinguish thematic relations: Development and predictive value for early readingCognitive Development, 50, 22-35. doi:/10.1016/j.cogdev.2019.01.002
  • Schmitterer, A. M. A., & Schroeder, S. (2019). Grain size effects in rime judgment across literacy development in GermanApplied Psycholinguistics, 40, 673-691. doi:10.1017/S0142716418000784
  • Trautwein, J., & Schroeder, S. (2019). WOR-TE: Ein Ja / Nein-Wortschatztest für Kinder verschiedener Altersgruppen. Diagnostica, 65, 37-48. doi:10.1026/0012-1924/a000212
  • Cohrdes, C., Grolig, L., & Schroeder, S. (2019). The development of musical competencies in preschool children: Effects of a training program and environmental factors. Psychology in Music, 47, 358-375. doi:10.1177/0305735618756764


  • Tiffin-Richards, S.P., & Schroeder, S. (2018). Verification of nonwords: The baseword frequency effect in children’s pseudohomophone reading. Psychonomic Research Bulletin, 25, 2289-2294doi:10.3758/s13423-017-1424-3
  • 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, 250-267doi:10.1016/j.jecp.2018.04.005
  • Tiffin-Richards, S.P., & Schroeder, S. (2018). The development of wrap-up processes in text teading: A study of children's eye movements. Journal of Experimental Psychology: Learning, Memory, and Cognition, 44, 1051-1063doi:10.1037/xlm0000506
  • 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 Psychology9:2252. doi:10.3389/fpsyg.2018.02252
  • Schmitterer, A.M., & Schroeder, S. (2018). The recognition of letters in emergent literacy in German. Journal of Research in Reading, 41, 423-437. doi: 10.1111/1467-9817.12116
  • Schröter, P., & Schroeder, S. (2018). Differences in visual word recognition between L1 and L2 speakers: The impact of frequency, length, and orthographic neighborhood size in German children. Studies in Second Language Acquisition, 40, 319-339. doi:10.1017/S0272263117000201
  • 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 Bilingualism22, 305-315. doi: 10.1177/1367006916672751


  • Grolig, L., Cohrdes, C., & Schroeder, S. (2017). Der Titel-Rekognitionstest für das Vorschulalter (TRT-VS). Diagnostica, 63, 309-319. doi:10.1026/0012-1924/a000186
  • Schröter, P., & Schroeder, S. (2017). The Developmental Lexicon Project: A behavioural database to investigate visual word recognition across the lifespan. Behavior Research Methods, 49, 2183-2203. doi:10.3758/s13428-016-0851-9
  • Schröter, P., & Schroeder, S. (2017). The impact of L2 German on component processes in reading. Journal of Research in Reading40, 107-124. doi:10.1111/1467-9817.12078
  • 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
  • Hasenäcker, J.V., & Schroeder, S. (2017). Syllables and morphemes in German reading development: Evidence from second-graders, fourth-graders and adults. Applied Psycholinguistics38, 733-753. doi:10.1017/S0142716416000412
  • Hasenäcker, J. V., Schröter, P., & Schroeder, S. (2017). Investigating developmental trajectories of morphemes as reading units in German. Journal of Experimental Psychology: Learning, Memory, and Cognition, 43, 1093-1108doi:10.1037/xlm0000353


  • Cohrdes, C., Grolig, L., & Schroeder, S. (2016). Relating language and music skills in young children: A first approach to systematize and compare distinct competencies on different levels. Frontiers in Psychology, 7doi:10.3389/fpsyg.2016.01616
  • Hasenäcker, J.V., Beyersmann, E., & Schroeder, S. (2016). Masked morphological priming in German-speaking adults and children: Evidence from response time distributions. Frontiers in Psychology7. doi:10.3389/fpsyg.2016.00929
  • 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
  • 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


  • Schroeder, S., Würzner, K.-M., Heister, J., Geyken, A., & Kliegl, R. (2015). childLex – A lexical database for German read by children. Behavior Research Methods, 47, 1085-1094doi:10.3758/s13428-014-0528-1
  • Tiffin-Richards, S. P., & Schroeder, S. (2015). Component processes of reading comprehension in adolescents. Learning and Individual Differences, 42, 1-9. doi:10.1016/j.lindif.2015.07.016
  • 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
  • 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. doi:10.1016/j.visres.2015.05.008
  • Schroeder, S., Hyönä, J., & Liversedge, S. P. (2015). The development of developmental eye-tracking research in reading: Introduction to the special issue. Journal of Cognitive Psychology, 27, 500-510. doi:10.1080/20445911.2015.1046877
  • 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:0.1026/0033-3042/a000275
  • Tiffin-Richards, S. P., & Schroeder, S., (2015). Children’s and adult’s parafoveal processes in German: Phonological and orthographic effects. Journal of Cognitive Psychology, 27, 531-548. doi:10.1080/20445911.2014.999076
  • Hachfeld, A., Schroeder, S., Hahn, A., Anders, Y. & Kunter, M. (2015). Should teachers be colorblind? How multicultural and egalitarian beliefs differentially relate to aspects of teacher’s professional competence for teaching in diverse classrooms. Teacher and Teacher Education, 48, 44-55. doi:10.1016/j.tate.2015.02.001


  • 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
  • Schroeder, S., & Verrel, J. (2014). Cognitive processing and response execution in the lexical decision task: A developmental study. Psychonomic Bulletin & Review,21, 496-504. doi:10.3758/s13423-013-0509-x
  • Schroeder, S. & Tiffin-Richards, S. P. (2014). Kognitive Verarbeitung von Leseverständnisitems mit und ohne Textpräsentation. Zeitschrift für Pädagogische Psychologie, 21-30doi:10.1024/1010-0652/a000121


  • Schroeder, S. (2013). Effects of reading skill and CaSe MiXiNg on nonword reading in German. Journal of Research in Reading, 36, 186-201doi:10.1111/j.1467-9817.2011.01499.x


  • 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
  • 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 Psychologie26, 1-20. doi:10.1024/1010-0652/a000064
  • Ullrich, M., Schnotz, W., Horz, H., McElvany, N., Schroeder, S. & Baumert, J. (2012). Kognitionspsychologische Aspekte der Text-Bild-Integration. Psychologische Rundschau63, 11-17. doi:10.1026/0033-3042/a000105


  • 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
  • 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 Education27, 986-996. doi:10.1016/j.tate.2011.04.006
  • 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, 403-415doi:10.1016/j.learninstruc.2010.06.001


  • 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
  • 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.
  • 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. Unterrichtswissenschaft38, 98-116.


  • 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
  • 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


  • 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
  • Lecture Educational Psychology
  • Seminar Learning Difficulties
  • Lecture Psychology of Learning and Teaching
  • Educational Diagnostics