Sebastian Suggate
Sebastian Suggate
Other namesSebastian Paul Suggate
Professor in Education, University of Regensburg
Verified email at - Homepage
Cited by
Cited by
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
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
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
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
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
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
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
Relations between preschool children’s fine motor skills and general cognitive abilities
P Martzog, H Stoeger, S Suggate
Journal of Cognition and Development 20 (4), 443-465, 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
A continuous solution to the norming problem
A Lenhard, W Lenhard, S Suggate, R Segerer
Assessment 25 (1), 112-125, 2018
More than words: Narrator engagement during storytelling increases children’s word learning, story comprehension, and on-task behavior
J Lenhart, W Lenhard, E Vaahtoranta, S Suggate
Early Childhood Research Quarterly 51, 338-351, 2020
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
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
Relations between playing activities and fine motor development
S Suggate, H Stoeger, E Pufke
Early Child Development and Care 187 (8), 1297-1310, 2017
The implicit contribution of fine motor skills to mathematical insight in early childhood
U Fischer, SP Suggate, H Stoeger
Frontiers in Psychology 11, 1143, 2020
Fine motor skills enhance lexical processing of embodied vocabulary: A test of the nimble-hands, nimble-minds hypothesis
S Suggate, H Stoeger
The Quarterly Journal of Experimental Psychology 70 (10), 2169-2187, 2017
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
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