Forschung
Forschungsschwerpunkte:
- Feinmotorik und Kognition
- Sensomotorik im Zusammenhang mit der Nutzung von Digitalen Medien
- Sprachentwicklung und Schriftspracherwerb
Mehr Informationen unter sebastiansuggateresearch.com
Laufende Drittmittelprojekte:
- The fine-motor and sensorimotor foundations of learning
- The influence of electronic screen media on sensorimotor development and mental imagery
The fine-motor and sensorimotor foundations of learning
In a series of studies, we have demonstrated that fine motor skills (FMS) link to a range of early cognitive and academic skills. Specifically, preschoolers’ FMS relate to their concurrent and later performance on measures of early literacy, reading, and mathematics skills. Further, we have found evidence that children’s cognitive and language development is also affected by their FMS. The question now is to understand why FMS link to academic and cognitive development.
Understanding why and how children’s FMS influence their cognitive development relates to age-old philosophical struggles in understanding how the body relates to the mind (e.g., dualism) and how the senses influence and can be trusted in thought (e.g., rationalism, empiricism, phenomenology). Moreover, understanding how sensorimotor factors influence cognitive and academic development has implications for numerous disciplines, including education, psychology, medicine, and neurology.
Our current work has implicated three main explanations for links between FMS and cognitive development. The first points towards common developmental underpinnings, the second focuses on the functionality of FMS and sensorimotor skills for learning, and the third on shared internalized processes. One example of the latter explanation we termed the Nimble-Hands, Nimble-Minds hypothesis (Suggate & Stoeger, 2017, Quarterly Journal of Experimental Psychology).
Accordingly, we attempt to study links between FMS, sensorimotor skills, and cognitive development in a broad number of ways, touching on a number of disciplines. Particular foci of our work are on:
a) establishing the key fine and sensorimotor skills involved;
b) determining links between fine and sensorimotor skills and language and conceptual development;
c) testing causal pathways between fine and sensorimotor skills and later academic development;
d) conducting experiments to investigate theoretical explanations for links.
Project collaborators:
Dr. Philipp Martzog
Dr. Sebastian Suggate
Tanja Kipfelsberger
The influence of electronic screen media on sensorimotor development and mental imagery
Children spend an increasing amount of time in the presence of electronic media. By definition, a medium acts as an intermediary between the observer and the object being directly perceived. In other words, media represent an alternative source of sensory interactions with the world. Moreover, the electronic medium is generally dominated by visual and auditory sensory input in contrast to other modalities (e.g., touch, smell, proprioception).
An increasing body of work indicates that our conceptual development is dependent on sensory experiences pertaining to a combination of senses, of which vision and audition are but two, namely; vestibular, proprioceptive, tactile, thermo, gustatory, olfactory, and visceroceptive modalities. Furthermore, research into the integration of these senses into coherent perceptual experiences (i.e., the binding problem) and sources of conceptual development indicates that children do not effortlessly integrate and derive benefit from this until at least the teenage years.
In this research group, we investigate the effects of increased electronic media usage, with a particular view to the development of senses and mental imagery in non-visual/auditory modalities. We are interested in determining whether:
a) increased childhood electronic media exposure relates to sensory development in diverse modalities (proprioception, visual, tactile);
b) this electronic media usage affects sensory integration;
c) electronic media affect mental imagery abilities;
d) any observed affects can be compensated by educational experiences, such as motor activity, or outdoor primary sensory experiences.
Project funded by the Software AG foundation
Project collaborators:
Dr. Philipp Martzog
Dr. Sebastian Suggate
Reading and language development: Decoding and so much more
Decoding skills are essential for reading, however, reading is much more than decoding. In this research group we look at factors that may relate to reading success, but that also get at the broader foundations of reading with a particular focus on language development. Questions pursued include:
a) story-telling interventions and preliteracy development;
b) working memory, exposure, and second language acquisition;
c) the role of oral narratives in reading and language development;
d) reading instruction;
e) mental imagery and reading performance.
A research project on story-telling and preliteracy development is currently being funded by the German Research Council (Deutsche Forschungsgemeinschaft, DFG).
Project collaborators:
Prof. Dr. Wolfgang Lenhard (University of Würzburg)
Jan Lenhart (University of Würzburg)
Dr. Sebastian Suggate (University of Regensburg)
Enni Vaahtoranta (University of Regensburg)
Publikationen
Beiträge in Zeitschriften
Suggate, S. P. (2024). Beyond self-report: Measuring visual, auditory, and tactile mental imagery using a mental comparison task. Behavior Research Methods. https://doi.org/10.3758/s13428-024-02496-z
Williams, R., & Suggate, S. P. (2024). Latent Profiles of Visual Imagery: Aphantasics, Mid-Range Imagers, and Hyperphantasics Experience Reading Differently.Imagination, Cognition and Personality, 44(2), 168-194. https://doi.org/10.1177/02762366241279404
Winter, R. E., Stoeger, H., & Suggate, S. P. (2024). Fine motor skills and their link to receptive vocabulary, expressive vocabulary, and narrative language skills. First Language. Advance online publication. https://doi.org/10.1177/01427237241233084
Suggate, S. P. (2023). Does it kill the imagination dead? The effects of film versus reading on mental imagery. Psychology of Aesthetics, Creativity and the Arts. Advance online publication. https://doi.org/10.1037/aca0000651
Suggate, S. P., Karle, V. L., Kipfelsberger, T., & Stoeger, H. (2023). The effect of fine motor skills, handwriting, and typing on reading development. Journal of Experimental Child Psychology, 232., 105674. https://doi.org/10.1016/j.jecp.2023.105674
Fischer, U., Suggate, S. P., Stoeger, H. (2022). Fine motor skills and finger gnosia contribute to preschool children's numerical comptetencies. Acta Psychologica, 226, 103576. https://doi.org/10.1016/j.actpsy.2022.103576
Gebhardt, M., Schurig, M., Suggate, S., Scheer, D., & Capovilla, D. (2022). Social, systemic, individual-medical or cultural? Questionnaire on the concepts of disability among teacher education students. Frontiers in Education, 6, Article 701987. https://doi.org/10.3389/feduc.2021.701987.
Lenhart, J., Suggate, S. P., & Lenhard, W. (2022). Shared-reading onset and emergent literacy development. Early Education and Development, 33(4), 589-607. https://doi.org/10.1080/10409289.2021.1915651
Martzog, P., & Suggate, S. (2022). Screen media are associated with fine motor skill development in preschool children. Early Childhood Research Quarterly, 60, 363-373. https://doi.org/10.1016/j.ecresq.2022.03.010
Suggate, S. P., & Lenhard, W. (2022). Mental imagery skill predicts adults’ reading performance. Learning and Instruction, 80, 101633. https://doi.org/10.1016/j.learninstruc.2022.101633
Kirschmann, N., Suggate, S., & Lenhard, W. (2021). Influences from working memory, word and sentence reading on passage comprehension and teacher ratings. Journal of Research in Reading, 44(4), 817-836.
Lenhart, J., Suggate, S. P., & Lenhard, W. (2021). Shared-reading onset and emergent literacy development. Early Education and Development. https://doi.org/10.1080/10409289.2021.1915651
Martzog, P., & Suggate, S. (2021). Haptik und mentale Simulation im Vor- und Grundschulalter: Tastend zu neuen Vorstellungen. Empirische Pädagogik, 35, 269-287.
Nejati, V., Moradkhani, L., Suggate, S., & Jansen, P. (2021). Visual-spatial abilities in children and adolescents with autism spectrum disorders as a predictor of theory of mind. Research in Developmental Disabilities. https://doi.org/10.1016/j.ridd.2021.103960
Suggate, S. P., Lenhart, J., Vaahtoranta, E., & Lenhard, Wf. (2021). Interactive elaborative story-telling fosters vocabulary in pre-schoolers compared to repeated-reading and phonemic awareness interventions. Cognitive Development, 57, 100996. https://doi.org/10.1016/j.cogdev.2020.100996
Suggate, S. P., & Martzog, P. (2021). Children’s sensorimotor development in relation to screen-media usage: A two-year longitudinal study. Journal of Applied Developmental Psychology. https://doi.org/10.1016/j.appdev.2021.101279
Suggate, S. P., & Martzog, P. (2021). Preschool screen-media usage predicts mental imagery two years later. Early Child Development and Care. https://doi.org/10.1080/03004430.2021.1924164
Winter, R. E., Stoeger, H., & Suggate, S. P. (2021). Fine motor skills and lexical processing in children and adults. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.666200
Fischer, U., Suggate, S. P., & Stoeger, H. (2020). The implicit contribution of fine motor skills to mathematical insight in early childhood. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.01143
Lenhart, J., Lenhard, W., Vaahtoranta, E., & Suggate, S. (2020). More than words: Narrator engagement during storytelling increases children's word learning, story comprehension, and on-task behavior. Early Childhood Research Quarterly, 51, 338-351. https://doi.org/10.1016/j.ecresq.2019.12.009
Lenhart, J., Suggate, S., Lenhard, W., & Vaahtoranta, E. (2020). Shared-reading in small groups: Examining the effects of question demand level and placement. Cognitive Development, 55, 100914. https://doi.org/10.1016/j.cogdev.2020.100914
Segerer, R., Niklas, F., Suggate, S., & Schneider, W. (2020). Minority home language children’s biased reading self-concept and its consequences for reading development. Reading Research Quarterly, 1-24. https://doi.org/10.1002/rrq.300
Suggate, S. P., & Martzog, P. (2020). Screen-time influences children’s mental imagery performance. Developmental Science, 00:e12978. https://doi.org/10.1111/desc.12978
Vaahtoranta, E., Suggate, S., Lenhart, J., & Lenhard, W. (2020). Language exposure and phonological short-term memory as predictors of majority language vocabulary and phonological awareness in dual language learning. Bilingualism: Language and Cognition, 1-4. https://doi.org/10.1017/S1366728920000541
Lenhart, J., Lenhard, W., Vaahtoranta, E., & Suggate, S. (2019). The effects of questions during shared-reading: Do demand-level and placement really matter? Early Childhood Research Quarterly, 47, 49–61. https://doi.org/10.1016/j.ecresq.2018.10.006
Martzog, P., Stoeger, H., & Suggate, S. (2019). Relations between preschool children’s fine motor skills and general cognitive abilities. Journal of Cognition and Development, 20, 443-465. https://doi.org/10.1080/15248372.2019.1607862
Martzog, P., & Suggate, S. (2019). Fine motor skills and mental imagery: Is it all in the mind? Journal of Experimental Child Psychology, 186, 59-72. https://doi.org/10.1016/j.jecp.2019.05.002
Suggate, S., Lehmann, J., Stoeger, H., & Jansen, P. (2019). Cognition embodied: Mental rotation is faster for objects that imply a greater body-object interaction. Journal of Cognitive Psychology, 31, 876-890. https://doi.org/10.1080/20445911.2019.1678627
Suggate, S., Pufke, E., & Stoeger, H. (2019). Children’s fine motor skills in kindergarten predict reading in grade 1. Early Childhood Research Quarterly, 47, 248-258. https://doi.org/10.1016/j.ecresq.2018.12.015
Vaahtoranta, E., Lenhart, J., Suggate, S. P., & Lenhard, W. (2019). Interactive elaborative Storytelling: Engaging children as storytellers to foster vocabulary. Frontiers in Psychology: Educational Psychology, 10(1534), 1-13. https://doi.org/10.3389/fpsyg.2019.01534
Fischer, U., Suggate, S. P., Schmirl, J., & Stoeger, H. (2018). Counting on fine motor skills: Links between preschool finger dexterity and numerical skills. Developmental Science, 21(4). https://doi.org/10.1111/desc.12623
Lenhard, A., Lenhard, W., Suggate, S. P., & Segerer, R. (2018). A continuous solution to the norming problem. Assessment, 25, 112-125. https://doi.org/10.1177/1073191116656437
Suggate, S. P., Pufke, E., & Stoeger, H. (2018). Do fine motor skills contribute to early reading development? Journal of Research in Reading, 41, 1-19. https://doi.org/10.1111/1467-9817.12081
Suggate, S., Schaughency, E., McAnally, H., & Reese, E. (2018). From infancy to adolescence: The longitudinal links between vocabulary, early literacy skills, oral narrative, and reading comprehension. Cognitive Development, 47, 82-95. https://doi.org/10.1016/j.cogdev.2018.04.005
Vaahtoranta, E., Suggate, S., Jachmann, C., Lenhart, J., & Lenhard, W. (2018). Can explaining less be more? Enhancing vocabulary through explicit versus elaborative storytelling. First Language, 38, 198-217. https://doi.org/10.1177/0142723717737452
Lenhart, J., Lenhard, W., Vaahtoranta, E., & Suggate, S. (2018). Incidental vocabulary acquisition from listening to stories: A comparison between read-aloud and free storytelling approaches. Educational Psychology, 38, 596-616. https://doi.org/10.1080/01443410.2017.1363377
Schaughency, E., Suggate, S., & Reese, E. (2017). Links between early oral narrative and decoding skills and later reading in a New Zealand sample. Australian Journal of Learning Difficulties. https://doi.org/10.1080/19404158.2017.1399914
Suggate, S. P., & Stoeger, H. (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, 2169–2187. https://doi.org/10.1080/17470218.2016.1227344
Suggate, S., Stoeger, H., & Fischer, U. (2017). Finger-based numerical skills link fine motor skills to numerical development in preschoolers. Perceptual and Motor Skills, 124, 1085-1106. https://doi.org/10.1177/0031512517727405
Suggate, S., Stoeger, H., & Pufke, E. (2017). Relations between playing activities and fine motor development. Early Child Development and Care, 187, 1297-1310. https://doi.org/10.1080/03004430.2016.1167047
Suggate, S. P. (2016). A meta-analysis of the long-term effects of phonemic awareness, phonics, fluency, and reading comprehension interventions. Journal of Learning Disabilities, 49, 77-96. https://doi.org/10.1177/0022219414528540
Suggate, S. P., Pufke, E., & Stoeger, H. (2016). The effect of fine and grapho-motor skill demands on preschoolers’ decoding skill. Journal of Experimental Child Psychology, 141, 34–48. https://doi.org/10.1016/j.jecp.2015.07.012
Suggate, S. P. (2015). The Parable of the Sower and the long-term effects of early reading. European Early Childhood Education Research Journal. https://doi.org/10.1080/1350293X.2015.1087154
Suggate, S. P., Reese, E., Lenhard, W., & Schneider, W. (2014). The relative contributions of vocabulary, decoding, and phonemic awareness to word reading in English versus German. Reading and Writing: An Interdisciplinary Journal, 27, 1395-1412. https://doi.org/10.1007/s11145-014-9498-z
Suggate, S. P., & Stoeger, H. (2014). Do nimble hands make for nimble lexicons? Fine motor skills predict knowledge of embodied vocabulary items. First Language, 34, 244-261. https://doi.org/10.1177/0142723714535768
Stoeger, H., Suggate, S., & Ziegler, A. (2013). Identifying the causes of underachievement: A plea for the inclusion of fine motor skills. Psychological Test and Assessment Modeling, 55, 274-288.
Suggate, S. P. (2013). Does early reading instruction help reading in the long-term? A review of empirical evidence. Research on Steiner Education, 4, 123-131.
Suggate, S. P., Lenhard, W., Neudecker, E., & Schneider, W. (2013). Incidental vocabulary acquisition from stories: Second and fourth graders learn more from listening than reading. First Language, S. 551-571. https://doi.org/10.1177/0142723713503144
Suggate, S. P., Schaughency, E. A., Reese, E. (2013). Chrildren who learn to read later catch up to children who learn to read early. Early Childhood Research Quarterly. https://doi.org/10.1016/j.ecresq.2012.04.004
Suggate, S. P., Schaughency, E. A., & Reese, E. (2011). The contribution of age and formal schooling to oral narrative and pre-reading skills. First Language, 31, 379-403.
Suggate, S. P. (2010). Why “what” we teach depends on “when”: Age as a moderator of reading intervention. Developmental Psychology, 46, 1556-1579.
Reese, E., Suggate, S., Long, J., & Schaughency, E. (2010). Children's oral narrative and reading skills in the first three years of reading instruction. Reading & Writing: An Interdisciplinary Journal, 23, 627-644.
Suggate, S. P. (2009). School entry age and reading achievement in the 2006 Programme for International Student Assessment (PISA). International Journal of Educational Research, 48, 151-161.
Schaughency, E., & Suggate, S. (2008). Measuring basic early literacy skills amongst year 1 students in New Zealand. New Zealand Journal of Educational Studies, 43, 85-106.
Buchpublikationen, Herausgeberschaften und Monographien
Suggate, S. P., & Suggate, T. R. (2019). Reclaim Early Childhood: The Philosophy, Psychology and Practice of Steiner Early Years Education. Stroud: Hawthorn Press.
Lenhard, A., Lenhard, W., Segerer, R., Suggate, S. (2015). Peabody Picture Vocabulary Test – Revision IV (Deutsche Adaption). Pearson Assessment GmbH: Frankfurt am Main.
Suggate, S. P. (2015). Pädagogische Ansätze für die Kita: Waldorf. Berlin: Cornelsen Schulverlag.
Suggate, S. P., & Reese, E. (Hrsg.) (2012). Contemporary debates on child development and education. London & New York: Routledge, Taylor & Francis.
Beiträge bei herausgegebenen Werken
Schmalenbach, B., & Suggate, S. P. (2024). Weltzugang und Imagination – Grundlagen der Arbeit mit Epochenheften. In C. Becker & A. Wiehl (Eds). Epochenhefte: Theorie und Praxis eines Bildungsmediums (52-64). Beltz Juventa: Weinheim, Basel
Suggate, S. (2024). Neuropsychologische Befunde zur Relevanz von Handschreiben. In S. Speckenback & T. Zdražil (Eds): Schreiben und Lesen lernen in der Waldorfschule: Reflexionen und neue Ansätze (16-29). Pädagogische Forschungsstelle beim Bund der Freien Waldorfschule e.V.: Stuttgart
Suggate, S. P. (2023). Visual-motor skill and general cognitive ability. In T. Inoue, U. Maurer, & C. McBride (Eds). Handbook of Visual-motor skills, Handwriting, and Spelling: Theory, Research, and Practice. Routledge, Taylor & Francis. https://doi.org/10.4324/9781003284048-3
Suggate, S. (2022). Die schreckliche deutsche Sprache? Die Rolle von Orthographie und Schreibweise beim Leseerwerb in verschiedenen Sprachsystemen [The awful German language? The roll of orthography in reading acquisition across different languages]. In M. Gebhardt, D. Scheer, & M. Schurig (Hrsg.). Handbuch der sonderpädagogischen Diagnostik. Grundlagen und Konzepte der Statusdiagnostik, Prozessdiagnostik und Förderplanung (S. 121-130). Regensburger Universitätsbibliothek. https://doi.org/10.5283/epub.53149
Martzog, P. & Suggate, S. (2021). Digitally native and digitally developped? Einflüsse von Bildschirmmedien auf die kindliche Sensomotorik und Imagination. In: T. Krobath, L- Weiss & C. Willmann (Hrsg.). Sinn-Bildung durch Welt-Begegnung: Herausforderungen und Aufgabenfelder einer Waldorfpädaogik im 21. Jahrhundert (S. 67-182). Lit Verlag GmbH & Co. KG: Wien.
Suggate, S. P. (2021). Die Grundlagen des Denkens liegen in der Bewegung. Zum Zusammenhang der Feinmotorik und Intelligenz in der Waldorfpädagogik. In L. Weiss & C. Willmann (Hrsg.), Sein und Werden: Beiträge zum Entwicklungsverständnis der Waldorfpädagogik (pp.191-204). Wien: Lit Verlag GmbH & Co. KG.
Suggate, S. P. (2020). Die (Fein-)Motorik als Resonanzphänomen zwischen Form und Handlung. In E. Hübner & L. Weiss (Hrsg.), Resonanz und Lebensqualität: Weltbeziehungen in Zeiten der Digitalisierung. Pädagogische Perspektiven (S. 270-286). Budrich: Berlin.
Suggate, S. P. (2018). Foreword. In A. Allanson & N. Teensma, Writing to Reading the Steiner Waldorf Way: Foundations of Creative Literacy in Classes 1 and 2. Stroud: Hawthorn Press.
Suggate, S. P., & Stoeger, H. (2018). Nimble hands, nimble minds? Die Bedeutung der Feinmotorik für die kognitive Entwicklung von Kindern. Blick in die Wissenschaft, 38, 26-29.
Suggate, S. P. (2016). Frosch oder König. Wie Märchen die Sprache fördern. Erziehungskunst, Dezember Ausgabe.
Suggate, S. P. (2015). Vom Ergreifen zum Begreifen? News & Science: Begabtenförderung und Begabungsforschung, 39(1), 42-44.
Suggate, S. P. (2015). The latent esotericism in modern science and satistics. Research on Steiner Education, 6(2). www.rosejourn.com/index.php/rose/article/view/307
Suggate, S. P. (2014). Feinmotorik und feinsinnige Gedanken. Befunde aus dem Kindergarten und der Grundschule. Erziehungskunst, Oktober Ausgabe.
Suggate, S. P. (2012). Watering the garden before the rainstom: The case of early reading instruction. In S. P. Suggate & E. Reese, Contemporary debates on child development and education (pp. 181-190). London & New York: Routledge, Taylor & Francis.
Reese, E., Sparks, A., & Suggate, S. (2011). Assessing children’s narratives. In E. Hoff (Ed.), Guide to research methods in child language. (pp. 133-148). West Sussex, UK: Willey-Blackwell.
Suggate, S.P. (2011). Viewing the Long-Term Effects of Early Reading with an Open Eye. In R. House (ed.). Too much too soon. (pp. 236-246). Gloucester, UK: Hawthorn Press.
House, R., Suggate, S. (2010). Don’t turn childhood into a speed race, say Dr Richard House and Dr Sebastian Suggate. The Times. 11 June, 2010.
Suggate, S. (8 July, 2010). Willing and Able? Nursery World.
Suggate., S. P., & von Behren, M. L. (2010). Früheinschulung und spätere Lesekompetenz: Was lernen wir von internationalen Studien? Rundbrief, 38, 13-15.
Suggate, S. P. (2009). Why national assessment must allow for the special character of schools. Journal for Waldorf/Rudolf Steiner Education, 11(2), 23-24.
Suggate, S. P., & Schaughency, E. A. (2007). The development of reading in Year 2 and its relation to reading performance in Year 3. The Bulletin, 109, 40-42.
Vorträge
Vorträge auf wissenschaftlichen Kongressen
Suggate, S., Karle, V., Kipfelsberger, T., & Stoeger, H. (2022, September). A meta-analysis of differential links between fine motor and academic/cognitive development. British Psychological Society, Sheffield, UK.
Karle, V. L., Suggate, S. P., Kipfelsberger, T., & Stoeger, H. (2022, June). The effects of fine motor skills, writing, and typing on early decoding development. Presentation at the SIG Writing Conference, Umea, Sweden.
Karle, V. L., Suggate, S. P., Kipfelsberger, T. & Stoeger, H. (2022, Juni). Relations between executive functions, gross, and fine motor skills as a function of underlying coordinative skills. Poster präsentiert auf der 54. Jahrestagung der Arbeitsgemeinschaft für Sportpsychologie, Münster.
Roesch, S., Fischer, U., Suggate, S., Moeller, K., & Stoeger, H. (2022, June). Fingers and arithmetic: The selective relation of different components of fine motor skills and basic arithmetic in early childhood. Presentation at the Conference of the Mathematical Cognition and Learning Society 2022 (MCLS), Antwerpen, Belgium.
Martzog, P. & Suggate, S. (2019, Oktober). Einflüsse von Bildschirmmedien auf Sensomotorik und Imagination. Vortrag auf der Tagung Sinn-Bildung durch Welt-Begegnung - Waldorfpädagogik im Gespräch, Wien.
Lenhart, J., Vaahtoranta, E., Lenhard, W., & Suggate, S. (2019, September). Erzählen versus Vorlesen: Der Einfluss der Sprachkomplexität und des Erzählerverhaltens auf kindliches Verhalten, Wortlernen und Geschichtenverständnis. Gemeinsame Tagung der Fachgruppen Entwicklungspsychologie und Pädagogische Psychologie (PAEPSY), Leipzig.
Segerer, R., Niklas, F., Suggate, S., & Schneider, W. (2019, September). Minority home language children’s biased reading self-concept and its consequences for reading development. Gemeinsame Tagung der Fachgruppen Entwicklungspsychologie und Pädagogische Psychologie (PAEPSY), Leipzig.
Vaahtoranta, E., Suggate, S., Lenhart, J. & Lenhard, W. (2019, June). Predictors of dual language learning – The role of language experience and phonological working memory in vocabulary development. Paper presented at the International Symposium of Bilingualism. Edmonton, Canada.
Suggate, S. P. (2019, May). Rethinking the foundations of learning. Keynote at the Play and Literacy Symposium, University of Calgary, Canada.
Zack, R. E., Suggate, S. & Stöger, H. (2018, September). Wie hängen feinmotorische Fähigkeiten mit passiven, expressiven und narrativen Sprachfähigkeiten zusammen? Vortrag auf der 83. Sektionstagung der Arbeitsgruppe für empirische pädagogische Forschung (AEPF), Lüneburg.
Vaahtoranta, E., Suggate, S., Lenhart, J. & Lenhard, W. (2018, September). Prädiktoren frühen kindlichen Zweitspracherwerbs: Die Rolle der Spracherfahrung und des phonologischen Arbeitsgedächtnisses. Vortrag auf dem 51. Kongress der Deutschen Gesellschaft für Psychologie (DGPs), Frankfurt am Main.
Lenhart, J., Lenhard, W., Vaahtoranta, E., & Suggate, S. (2018, July). More than words: Narrator engagement during storytelling increases children’s word learning and on-task behaviour. Paper presented at the Society for Scientific Studies of Reading, Brighton, UK.
Vaahtoranta, E., Suggate, S., Lenhart, J, & Lenhard, W. (2018, June). Predictors of dual language learning: The role of language experience and phonological working memory. Presentation at the Child Language Symposium, Reading, UK.
Roesch, S., Fischer, U., Suggate, S., Moeller, K., & Stoeger, H. (2018, März). Helping hands: Fine motor skills predict basic arithmetic abilities in preschool and first grade. Vortrag auf der 60. Tagung experimentell arbeitender Psychologen (TeaP), Marburg.
Suggate, S. (2017, September). Do nimble hands really make for nimble minds? The contribution of fine motor skills to cognitive, mathematical, reading, and lexical development. Gemeinsame Tagung der Fachgruppen Entwicklungspsychologie und Pädagogische Psychologie (PAEPSY), Münster.
Fischer, U., Suggate, S. & Stöger, H. (2017, September). Zusammenhänge zwischen feinmotorischen Fertigkeiten und der numerischen Entwicklung. Vortrag auf der Gemeinsamen Tagung der Fachgruppen Entwicklungspsychologie und Pädagogische Psychologie (PAEPSY), Münster.
Lenhart, J., Lenhard, W., Vaahtoranta, E. & Suggate, S. (2017, September). Wortschatzerwerb durch Vorlesen: Welche Rolle spielen die Platzierung und das Anspruchsniveau von Fragen? Gemeinsame Tagung der Fachgruppen Entwicklungspsychologie und Pädagogische Psychologie (PAEPSY), Münster.
Pufke, E., Suggate, S. & Stöger, H. (2017, September). Mit geschickten Fingern lesen lernen? Eine Untersuchung des Zusammenhangs zwischen feinmotorischen Fertigkeiten und der Leseentwicklung in der Vorschule und ersten Jahrgangsstufe. Vortrag auf der Gemeinsamen Tagung der Fachgruppen Entwicklungspsychologie und Pädagogische Psychologie (PAEPSY), Münster.
Vaahtoranta, E., Lenhart, J., Suggate, S., & Lenhard, W. (2017, September). Elaborative interactive storytelling: A randomised, controlled language intervention in preschool. Vortrag auf der Gemeinsamen Tagung der Fachgruppen Entwicklungspsychologie und Pädagogische Psychologie (PAEPSY), Münster.
Zack, R. E., Suggate, S., & Stöger, H. (2017, März). Understanding the link between motor and vocabulary development: Body-Object Interaction or Body-Part-Association? Vortrag auf der 59. Tagung experimentell arbeitender Psychologen (TeaP), Dresden.
Suggate, S. P. (2015, June). Is lexical processing for embodied vocabulary items linked to preschoolers' fine motor skills? Presentation at the Child Language Symposium. Warwick, England.
Suggate, S. P. (2014, June). Nimble Hands, Nimble Minds? Embodied Cognition in Early Childhood Education. Keynote at the Congress Research in Early Childhood Education and Social Pedagogy. Alanus Hochschule für Kunst und Gesellschaft.
Suggate, S. P. (2011, July). Matthew, Luke, and the Gospel of Early Literacy. Eingeladener Vortrag (Prof. Dr. Cordula Artelt). Univeristät Bamberg.
Suggate, S. P. (2010, June). Early Reading Instruction: Does it Really Improve Reading Achievement in the Longterm?. Keynote speaker at The Child – The True Foundation Conference in London, England.
Schaughency, E., Suggate, S., & Tustin, K. (2010, April to May). Using local norms to describe reading achievement: A longitudinal examination from third to fifth grade. Paper presented at the American Education Research Association 2010 Annual Meeting in Denver, CO.
Struthers, P., Schaughency, E., Suggate, S., Clarke, K., & Thurlow, J. (2010, April to May). Using A Back-Mapping Framework To Examine Early Literacy Skills In The First Year of School. Paper presented at the American Education Research Association 2010 Annual Meeting in Denver, CO.
Reese, E., Sparks, A., Long, J., Suggate, S., & Schaughency, E. (2008, August). Oral Narrative Skills and Reading Ability: Implications for Assessment. Paper presented at the 2008 conference of the International Association for the Study of Child Language in Edinburgh, Scotland.
Schaughency, E., Suggate, S., Thurlow, J., & Clarke, K. (2008, August). Early Identification of Children at Risk for Not Progressing in the New Zealand Curriculum. Paper presented at the meeting of the New Zealand Psychological Society in Christchurch, New Zealand.
Suggate, S. P. (2008, July). Younger children are less responsive to reading intervention: Evidence from meta-analysis. Paper presented at the Paris International Conference on Education, Economy, and Society in Paris, France.
Suggate, S., Schaughency, & Reese, E. (2008a, July). Age of Beginning Formal Reading Instruction and Later Literacy: Evidence from Longitudinal Research. Paper presented at the 2008 International Congress of Psychology in Berlin.
Suggate, S., Schaughency, & Reese, E. (2008b, July). Predictors of Oral Narrative Skill in the Early School Years. Paper presented at the 2008 International Association for Cross-Cultural Psychology in Bremen.
Schaughency, E., Suggate, S., & Reese, E. (2008c, July). Measuring the Home Literacy Environment in a Sample of New Zealand Primary Students. Paper presented at the 2008 Conference of the Society for the Scientific Study of Reading in Asheville, North Carolina.
Schaughency, E., Suggate, S., & Anderson, C. (2006, July). An Initial Evaluation of Concurrent and Predictive Validity of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) in a New Zealand Sample of Beginning Primary Students. Paper presented to the meeting of the Society for Scientific Studies of Reading in Vancouver, British Columbia.
Poster auf wissenschaftlichen Kongressen
Suggate, S., Schaughency, E., McAnally, H., & Reese, E. (2018, July). From infancy to adolescence: The longitudinal links between vocabulary, early literacy skills, oral narrative, and reading comprehension. Poster presented at the Society for Scientific Studies of Reading, Brighton, UK.
Fischer, U., Suggate, S., & Stoeger, H. (2017, February). Counting on fine motor skills: Testing links between finger dexterity and numerical skills. Poster presented at The Origins of Numerical Abilities: The Future, Newport Pagnell, Buckinghamshire, UK.
Schaughency, E., Suggate, S. P., Tustin, K., & Madigan, S. (2009). From research and theory in reading development, for practice to assist learning: Preliminary evaluation of brief self-ratings of reading. Poster presented at the Second Educational Psychology Forum: Theory, Practice Challenges in Wellington, New Zealand.
MacKay, L.D., Ervin, R. A., Schaughency, E., Suggate, S., & Tong, J. (2008, July) Evaluation of Dynamic Indicators of Basic Early Literacy Skills (DIBELS) for Predicting Literacy Attainment in Canada and New Zealand. Poster presented at the meeting of the Canadian Psychological Association in Halifax, Canada.
Suggate, S., & Schaughency, E. (2007, August). The Development of Reading in Year 2 and its Relation to Reading Performance in Year 3. Poster presented at the meeting of the New Zealand Psychological Society in Hamilton, New Zealand.
Schaughency, E., & Suggate, S. (2007, July). Evaluation of DIBELS for Assessing Literacy Growth in New Zealand. Poster presented at the meeting of the American Psychological Association conference in San Francisco, California.
Suggate, S., Schaughency, E., Ervin, R., Goodman, S., McGlinchey, M., & Matthews, A. (2005, December). The Relationship Between Early Reading Acquisition, Disruptive Behaviour, and Demographic Characteristics in a Three-Year Study. Poster presented at the meeting of the New Zealand Psychological Society in Dunedin, New Zealand.
