Sebastian Suggate
Sebastian Suggate
Senior lecturer in education
Bestätigte E-Mail-Adresse bei - Startseite
Zitiert von
Zitiert von
A meta-analysis of the long-term effects of phonemic awareness, phonics, fluency, and reading comprehension interventions
SP Suggate
Journal of learning disabilities 49 (1), 77-96, 2016
Children’s oral narrative and reading skills in the first 3 years of reading instruction
E Reese, S Suggate, J Long, E Schaughency
Reading and Writing 23 (6), 627-644, 2010
Why what we teach depends on when: Grade and reading intervention modality moderate effect size.
SP Suggate
Developmental psychology 46 (6), 1556, 2010
Children learning to read later catch up to children reading earlier
SP Suggate, EA Schaughency, E Reese
Early Childhood Research Quarterly 28 (1), 33-48, 2013
From infancy to adolescence: The longitudinal links between vocabulary, early literacy skills, oral narrative, and reading comprehension
S Suggate, E Schaughency, H McAnally, E Reese
Cognitive Development 47, 82-95, 2018
School entry age and reading achievement in the 2006 Programme for International Student Assessment (PISA)
SP Suggate
International Journal of Educational Research 48 (3), 151-161, 2009
Incidental vocabulary acquisition from stories: Second and fourth graders learn more from listening than reading
SP Suggate, W Lenhard, E Neudecker, W Schneider
First Language 33 (6), 551-571, 2013
Peabody picture vocabulary test-4. Ausgabe
A Lenhard, W Lenhard, R Segerer, S Suggate
Pearson, 2015
Do fine motor skills contribute to early reading development?
S Suggate, E Pufke, H Stoeger
Journal of Research in Reading 41 (1), 1-19, 2018
A continuous solution to the norming problem
A Lenhard, W Lenhard, S Suggate, R Segerer
Assessment 25 (1), 112-125, 2018
The effect of fine and grapho-motor skill demands on preschoolers’ decoding skill
S Suggate, E Pufke, H Stoeger
Journal of experimental child psychology 141, 34-48, 2016
Watering the garden before a rainstorm
SP Suggate
Contemporary debates in childhood education and development, 181-190, 2012
The relative contributions of vocabulary, decoding, and phonemic awareness to word reading in English versus German
S Suggate, E Reese, W Lenhard, W Schneider
Reading and Writing 27 (8), 1395-1412, 2014
Assessing children’s narratives
E Reese, A Sparks, S Suggate
Research methods in child language: A practical guide, 133-148, 2012
Relations between playing activities and fine motor development
S Suggate, H Stoeger, E Pufke
Early Child Development and Care 187 (8), 1297-1310, 2017
Do nimble hands make for nimble lexicons? Fine motor skills predict knowledge of embodied vocabulary items
SP Suggate, H Stoeger
First language 34 (3), 244-261, 2014
The contribution of age and reading instruction to oral narrative and pre-reading skills
SP Suggate, EA Schaughency, E Reese
First Language 31 (4), 379-403, 2011
Children’s fine motor skills in kindergarten predict reading in grade 1
S Suggate, E Pufke, H Stoeger
Early Childhood Research Quarterly 47, 248-258, 2019
Counting on fine motor skills: links between preschool finger dexterity and numerical skills
U Fischer, SP Suggate, J Schmirl, H Stoeger
Developmental science 21 (4), e12623, 2018
Incidental vocabulary acquisition from listening to stories: a comparison between read-aloud and free storytelling approaches
J Lenhart, W Lenhard, E Vaahtoranta, S Suggate
Educational Psychology 38 (5), 596-616, 2018
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