Sascha Schroeder

CV


  • 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: Hierarchical (Bayesian) Models, diffusion models and reaction time distributions, cognitive modeling
  • 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 Instruction, 59, 46-53. doi:10.1016/j.learninstruc.2018.09.005
  • Cohrdes, C., Grolig, L., & Schroeder, S. (2018). The development of music competencies in preschool children: Effects of a training program and the role of environmental factors. Psychology of Music. Advance online publication. doi:10.1177/0305735618756764
  • 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, 250-267. doi:10.1016/j.jecp.2018.04.005
  • Eilers, S., Tiffin-Richards, S. P., & Schroeder, S. (2018). The repeated name penalty effect in children's natural reading: Evidence from eye tracking. Quarterly Journal of Experimental Psychology. Advance online publication. doi:10.1177/1747021818757712
  • Grolig, L., Cohrdes, C., Tiffin-Richards, S. P., & Schroeder, S. (2018). Effects of preschoolers' storybook exposure and literacy environments on lower level and higher level language skills. Reading and Writing. Advance online publication. doi:10.1007/s11145-018-9901-2
  • Hasenäcker, J., & Schroeder, S. (2018). Compound reading in German: Effects of constituent frequency and whole-word frequency in children and adults. Journal of Experimental Psychology: Learning, Memory, and Cognition. Advance online publication. doi:10.1037/xlm0000623
  • Hess, S., Mousikou, P., Verrel, J., & Schroeder, S. (2018). Syllabic processing in handwritten word production in German children and adults. Human Movement Science. Advance online publication. doi:10.1016/j.humov.2018.07.003
  • Mousikou, B., & Schroeder, S. (2018). Morphological processing in single-word and sentence reading. Journal of Experimental Psychology: Learning, Memory, and Cognition. Advance online publication. doi:10.1037/xlm0000619
  • Schmitterer, A. M. A., & Schroeder, S. (2018). The recognition of letters in emergent literacy in German: Evidence from a longitudinal study. 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 length, frequency, 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 Bilingualism, 22, 305-315. doi:10.1177/1367006916672751
  • Tiffin-Richards, S. P., & Schroeder, S. (2018). Verification of nonwords: The baseword frequency effect in children's pseudohomophone reading. Psychonomic Bulletin & Review, 25, 2289-2294. doi:10.3758/s13423-017-1424-3
  • Tiffin-Richards, S., & Schroeder, S. (2018). The development of wrap-up processes in text reading: A study of children's eye movements. Journal of Experimental Psychology: Learning, Memory, and Cognition, 44, 1051-1063. doi: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 Psychology, 9:2252. doi:10.3389/fpsyg.2018.02252
  • Grolig, L., Cohrdes, C., & Schroeder, S. (2017). Der Titelrekognitionstest für das Vorschulalter (TRT-VS): Erfassung des Lesevolumens von präkonventionellen Lesern und Zusammenhänge mit Vorläuferfertigkeiten des Lesens. Diagnostica, 63, 309-319. doi:10.1026/0012-1924/a000186
  • Hasenäcker, J., & Schroeder, S. (2017). Syllables and morphemes in German reading development: Evidence from second graders, fourth graders and adults. Applied Psycholinguistics, 38, 733-753. doi:10.1017/S0142716416000412
  • Hasenäcker, J., Schröter, P., & Schroeder, S. (2017). Investigating developmental trajectories of morphemes as reading units in German. Journal of Experimental Psychology: Learning, Memory, and Cognition, 43, 1093-1108. doi:10.1037/xlm0000353
  • Schröter, P., & Schroeder, S. (2017). The Developmental Lexicon Project: A behavioral 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 of reading. Journal of Research in Reading, 40, S107-S124. 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
  • Cohrdes, C., Grolig, L., & Schroeder, S. (2016). Relating language and music skills in young children: A first approach to systemize and compare distinct competencies on different levels. Frontiers in Psychology, 7:1616. doi:10.3389/fpsyg.2016.01616
  • Hasenäcker, J., Beyersmann, E., & Schroeder, S. (2016). Masked morphological priming in German-speaking adults and children: Evidence from response time distributions. Frontiers in Psychology, 7:929. doi:10.3389/fpsyg.2016.00929
  • 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
  • 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
  • Hachfeld, A., Hahn, A., Schroeder, S., Anders, Y., & Kunter, M. (2015). Should teachers be colorblind? How multicultural and egalitarian beliefs differentially relate to aspects of teachers' professional competence for teaching in diverse classrooms. Teaching and Teacher Education, 48, 44-55. doi:10.1016/j.tate.2015.02.001
  • 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
  • Schroeder, S., Hyönä, J., & Liversedge, S. P. (Eds.). (2015). Developmental eye-tracking research in reading [Special issue]. Journal of Cognitive Psychology, 27(5).
  • Schroeder, S., Hyönä, J., & Liversedge, S. P. (2015). 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: A lexical database of German read by children. Behavior Research Methods, 47, 1085-1094. doi:10.3758/s13428-014-0528-1
  • 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:10.1026/0033-3042/a000275
  • Tiffin-Richards, S. P., & Schroeder, S. (2015). The component processes of reading comprehension in adolescents. Learning and Individual Differences, 42, 1-9. doi:10.1016/j.lindif.2015.07.016
  • Tiffin-Richards, S., & Schroeder, S. (2015). Children's and adults' parafoveal processes in German: Phonological and orthographic effects. Journal of Cognitive Psychology, 27, 531-548. doi:10.1080/20445911.2014.999076
  • Würzner, K.-M., & Schroeder, S. (2015). Morphologische und phonologische Repräsentationen in childLex. Spektrum Patholinguistik, 8, 183-200.
  • 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., & Tiffin-Richards, S. P. (2014). Kognitive Verarbeitung von Leseverständnisitems mit und ohne Text. Zeitschrift für Pädagogische Psychologie, 28, 21-30. doi:10.1024/1010-0652/a000121
  • Schroeder, S., & Verrel, J. (2014). Cognitive processing and motor execution in the lexical decision task: A developmental study. Psychonomic Bulletin & Review, 21, 496-504. doi:10.3758/s13423-013-0509-x
  • Würzner, K.-M., Heister, J., & Schroeder, S. (2014). Altersgruppeneffekte in childLex. Spektrum Patholinguistik, 7, 123-131.
  • Schroeder, S. (2013). Effects of reading skill and CaSe MiXiNg on nonword reading in German. Journal of Research in Reading, 36, 186-201. doi:10.1111/j.1467-9817.2011.01499.x
  • Hachfeld, A., Schroeder, S., Anders, Y., Hahn, A., & Kunter, M. (2012). Multikulturelle Überzeugungen: Herkunft oder Überzeugung? Welche Rolle spielen der Migrationshintergrund und multikulturelle Überzeugungen für das Unterrichten von Kindern mit Migrationshintergrund? Zeitschrift für Pädagogische Psychologie, 26, 101-120. doi:10.1024/1010-0652/a000064
  • 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
  • Ullrich, M., Schnotz, W., Horz, H., McElvany, N., Schroeder, S., & Baumert, J. (2012). Kognitionspsychologische Aspekte eines Kompetenzmodells zur Text-Bild-Integration. Psychologische Rundschau, 63, 11-17. doi:10.1026/0033-3042/a000105
  • Lecture Educational Psychology II
  • Seminar Educational Psychology II
  • Lecture Psychology of Learning and Teaching