Dr. Sebastian Suggate

Forschungsschwerpunkte:

•  Feinmotorik
•  Leseforschung
•  Sprachentwicklung
• Frühkindheit und Lernvoraussetzungen
• Lernvoraussetzungen von Schülerinnen und Schülern

Laufende Projekte:

• Lernvoraussetzung von Schülerinnen und Schülern
• Die Entwicklung der Frühlesekompetenz und des Leseverständnisses im internationalen Kontext: The Simple View of Reading auf dem Prüfstand
• Wortschatzerwerb-Experimente

Die Entwicklung der Frühlesekompetenz und des Leseverständnisses im internationalen Kontext: The Simple View of Reading auf dem Prüfstand

Der Simple View of Reading (Gough & Tunmer, 1986) hat sich im Englischen durch zahlreichen Studien nachweisen lassen. Jedoch sind die genauen Mechanismen und die Rolle, die verschiedenen Faktoren (z.B. Set for Variability, Orthographie, Sprachfertigkeiten) spielen, unklar. Vor allem ist die Übertragbarkeit dieser Theorie in anderen Sprachen noch zu erweisen. Sprachen wie beispielsweise das Deutsche haben eine regelmäßigere Orthographie als andere Sprachen wie beispielsweise das Englische, was eine große Bedeutung für den Leseerwerb darstellt. Daher wird im Rahmen dieses internationalen Projektes sowohl der Einfluss der Orthographie und die Übertragbarkeit des Simple View of Reading in den deutschen Kontext, als auch die Rolle, die andere Faktoren wie Set for Variability, Leseunterricht, Sprachentwicklung, in der Entwicklung des Leseverstehens spielen, untersucht werden.

Untersuchungsteilnehmer:
SchülerInnen in der ersten bis zur fünften Klasse

Beteiligte Personen

Prof. Dr. R. Maltesa Joshi, Texas A & M University, United States of America

Dr. Elizabeth Schaughency, University of Otago, New Zealand

Prof. Dr. Wolfgang Schneider, Universität Würzburg

Dr. Sebastian Suggate, University of Regensburg

WEST (WortschatzErwerb STudien)

Oft wird behauptet, dass das Lesen die Sprache verbessert bzw. den Wortschatzerwerb steigert. Es ist unumstritten, dass Kinder ihren Wortschatz sowohl durch Lesen als auch durch gesprochene sprachliche Erfahrungen erweitern können, aber zu welchem Zeitpunkt und unter welchen Bedingungen wirkt sich das Eine oder das Andere stärker aus? Aktuelle Forschung in diesem Bereich weist in zweierlei Hinsicht jedoch Schwachstellen auf (ausschließlich korrelative Studien oder unangemessene Kontrollgruppen), die jedoch durch experimentelle Studien behoben werden können. Im Rahmen von WEST  wird diesbezüglich der Einfluss verschiedener Sprachmodalitäten auf den Wortschatzerwerb experimentell untersucht.

Untersuchungsteilnehmer:
Kindergartenkinder, GrundschülerInnen

Beteiligter Person

Dr. Sebastian Suggate

Suggate, S. P. (in press). The Parable of the Sower and the long-term effects of early reading. European Early Childhood Education Journal.

Suggate, S. P. (in press). Does early reading instruction help reading in the long-term? A review of empirical evidence. Research on Steiner Education.

Stoeger, H., Suggate, S., & Ziegler, A. (accepted for publication). Identifying the causes of underachievement: A plea for the inclusion of fine motor skills. Psychological Test and Assessment Modeling, 56.

Suggate, S. P., Lenhard, W., Neudecker, E., & Schneider, W. (in press). Incidental vocabulary acquisition from stories: Second and fourth graders learn more from listening than reading. First Language.

Suggate, S. P., Schaughency, E. A., Reese, E. (2012). Chrildren who learn to read later catch up to children who learn to read early. Early Childhood Research Quarterly. doi:10.1016/j.ecresq.2012.04.004

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.

Suggate, S. P., & Reese, E. (Hrsg.) (2012). Contemporary debates on child development and education. 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.

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.

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.

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. (2010a). Why “what” we teach depends on “when”: Age as a moderator of reading intervention. Developmental Psychology, 46, 1556-1579.

Suggate, S. (8 July, 2010b). 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. (2009a). School entry age and reading achievement in the 2006 Programme for International Student Assessment (PISA). International Journal of Educational Research, 48, 151-161.

Suggate, S. P. (2009b). Why national assessment must allow for the special character of schools. Journal for Waldorf/Rudolf Steiner Education, 11(2), 23-24.

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.

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 auf wissenschaftlichen Kongressen

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

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.