Einträge von Suggate, Sebastian auf dem Publikationsserver

Suggate, Sebastian (2022) 11. Die schreckliche deutsche Sprache? Die Rolle von Orthographie und Schreibweise beim Leseerwerb in verschiedenen Sprachsystemen. In: Handbuch der sonderpädagogischen Diagnostik. Grundlagen und Konzepte der Statusdiagnostik, Prozessdiagnostik und Förderplanung. Version 1.0. Regensburger Beiträge zur Inklusions- und Sonderpädagogik, (4) (11). Regensburg, S. 121-129.

Gebhardt, Markus , Schurig, Michael , Suggate, Sebastian , Scheer, David , Diehl, Kirsten , Melzer, Conny , Schröter, Anne , Förster, Magdalena , Roos, Stefanie und Capovilla, Dino (2022) Fragebogen zum Konstrukt Behinderung (Concepts of Disability, CoD). Preprints, Artikel und Instrumente im sonderpädagogischen Schwerpunkt Lernen, Technischer Bericht.

Suggate, Sebastian und Lenhard, Wolfgang (2022) Mental imagery skill predicts adults’ reading performance. Learning and Instruction 80, S. 101633.

Gebhardt, Markus , Schurig, Michael , Suggate, Sebastian , Scheer, David und Capovilla, Dino (2022) Social, Systemic, Individual-Medical or Cultural? Questionnaire on the Concepts of Disability Among Teacher Education Students. Frontiers in Education 6, S. 701987.

Gebhardt, Markus , Schurig, Michael , Suggate, Sebastian , Scheer, David und Capovilla, Dino (2021) Fragebogen zum Konstrukt Behinderung 0.2 (Concepts of Disability, CoD). Technischer Bericht.

Gebhardt, Markus , Schurig, Michael , Suggate, Sebastian , Scheer, David , Diehl, Kirsten , Melzer, Conny , Schröter, Anne , Förster, Magdalena , Schmid, Andrea C., Link, Pierre-Carl , Roos, Stefanie und Capovilla, Dino (2021) Questionnaire on the Concept of Disability (CoD). Version 0.3. Preprints, Artikel und Instrumente im sonderpädagogischen Schwerpunkt Lernen, Technischer Bericht, Regensburg.

Kirschmann, Nicole , Lenhard, Wolfgang und Suggate, Sebastian (2021) Influences from working memory, word and sentence reading on passage comprehension and teacher ratings. Journal of Research in Reading 44 (4), S. 817-836. Volltext nicht vorhanden.

Vaahtoranta, Enni , Suggate, Sebastian, Lenhart, Jan und Lenhard, Wolfgang (2021) Language exposure and phonological short-term memory as predictors of majority language vocabulary and phonological awareness in dual language learning. Bilingualism: Language and Cognition 24 (2), S. 319-332. Volltext nicht vorhanden.

Nejati, Vahid, Moradkhani, Leila, Suggate, Sebastian und Jansen, Petra (2021) The impact of visual-spatial abilities on theory of mind in children and adolescents with autism spectrum disorder. Research in Developmental Disabilities 114, S. 103960. Volltext nicht vorhanden.

Segerer, Robin, Niklas, Frank, Suggate, Sebastian und Schneider, Wolfgang (2021) Young Minority Home‐Language Students’ Biased Reading Self‐Concept and Its Consequences for Reading Development. Reading Research Quarterly 56 (1), S. 71-94. Volltext nicht vorhanden.

Lenhart, Jan, Lenhard, Wolfgang , Vaahtoranta, Enni und Suggate, Sebastian (2020) More than words: Narrator engagement during storytelling increases children’s word learning, story comprehension, and on-task behavior. Early Childhood Research Quarterly 51, S. 338-351. Volltext nicht vorhanden.

Suggate, Sebastian und Martzog, Philipp (2020) Screen-time influences children's mental imagery performance. Developmental Science 23, e12978.

Lenhart, Jan, Suggate, Sebastian , Lenhard, Wolfgang und Vaahtoranta, Enni (2020) Shared-reading in small groups: Examining the effects of question demand level and placement. Cognitive Development 55, S. 100914. Volltext nicht vorhanden.

Vaahtoranta, Enni, Lenhart, Jan, Suggate, Sebastian und Lenhard, Wolfgang (2019) Interactive Elaborative Storytelling: Engaging Children as Storytellers to Foster Vocabulary. Frontiers in Psychology 2019 (10), S. 1534.

Suggate, Sebastian , Pufke, Eva und Stoeger, Heidrun (2019) Children’s fine motor skills in kindergarten predict reading in grade 1. Early Childhood Research Quarterly 47, S. 248-258. Volltext nicht vorhanden.

Martzog, Philipp, Stoeger, Heidrun und Suggate, Sebastian (2019) Relations between Preschool Children’s Fine Motor Skills and General Cognitive Abilities. Journal of Cognition and Development 20 (4), S. 443-465. Volltext nicht vorhanden.

Lenhart, Jan, Lenhard, Wolfgang, Vaahtoranta, Enni und Suggate, Sebastian (2019) The effects of questions during shared-reading: Do demand-level and placement really matter? Early Childhood Research Quarterly 47, S. 49-61. Volltext nicht vorhanden.

Vaahtoranta, Enni, Suggate, Sebastian, Jachmann, Cornelia, Lenhart, Jan und Lenhard, Wolfgang (2018) Can explaining less be more? Enhancing vocabulary through explicit versus elaborative storytelling. First Language 38 (2), S. 198-217. Volltext nicht vorhanden.

Suggate, Sebastian, Schaughency, Elizabeth, McAnally, Helena und Reese, Elaine (2018) From infancy to adolescence: The longitudinal links between vocabulary, early literacy skills, oral narrative, and reading comprehension. Cognitive Development 47, S. 82-95. Volltext nicht vorhanden.

Lenhart, Jan, Lenhard, Wolfgang , Vaahtoranta, Enni und Suggate, Sebastian (2018) Incidental vocabulary acquisition from listening to stories: a comparison between read-aloud and free storytelling approaches. Educational Psychology 38 (5), S. 596-616. Volltext nicht vorhanden.

Suggate, Sebastian und Stoeger, Heidrun (2017) Fine Motor Skills Enhance Lexical Processing of Embodied Vocabulary: A Test of the Nimble-Hands, Nimble-Minds Hypothesis. Quarterly Journal of Experimental Psychology 70 (10), S. 2169-2187. Volltext nicht vorhanden.

Suggate, Sebastian, Stoeger, Heidrun und Fischer, Ursula (2017) Finger-Based Numerical Skills Link Fine Motor Skills to Numerical Development in Preschoolers. Perceptual and Motor Skills 124 (6), S. 1085-1106. Volltext nicht vorhanden.

Suggate, Sebastian, Stoeger, Heidrun und Pufke, Eva (2017) Relations between playing activities and fine motor development. Early Child Development and Care 187 (8), S. 1297-1310. Volltext nicht vorhanden.

Lenhard, Alexandra , Lenhard, Wolfgang , Suggate, Sebastian und Segerer, Robin (2016) A Continuous Solution to the Norming Problem. Assessment.

Suggate, Sebastian (2016) A Meta-Analysis of the Long-Term Effects of Phonemic Awareness, Phonics, Fluency, and Reading Comprehension Interventions. Journal of Learning Disabilities 49, S. 77-96.

Suggate, Sebastian, Pufke, Eva und Stoeger, Heidrun (2016) Do fine motor skills contribute to early reading development? Journal of Research in Reading 41 (1), S. 1-19. Volltext nicht vorhanden.

Suggate, Sebastian, Pufke, Eva und Stoeger, Heidrun (2016) The effect of fine and grapho-motor skill demands on preschoolers’ decoding skill. Journal of Experimental Child Psychology 141, S. 34-48. Volltext nicht vorhanden.

Suggate, Sebastian und Stöger, Heidrun (2014) Do nimble hands make for nimble lexicons? Fine motor skills predict knowledge of embodied vocabulary items. First Language 34, S. 244-261.

Suggate, Sebastian, Reese, Elaine, Lenhard, Wolfgang und Schneider, Wolfgang (2014) The relative contributions of vocabulary, decoding, and phonemic awareness to word reading in English versus German. Reading and Writing 27 (8), S. 1395-1412. Volltext nicht vorhanden.

Suggate, Sebastian, Lenhard, W. , Neudecker, E. und Schneider, Wolfgang (2013) Incidental vocabulary acquisition from stories: Second and fourth graders learn more from listening than reading. First Language 33, S. 551-571.