Apl. Prof. Dr. Sebastian Suggate

Senior Lecturer

Research

Research Focus:

The fine-motor and sensorimotor foundations of learning
Bildschirmmedien und die sensomotorische sowie kognitive Entwicklung
Fine motor skills and cognition
Sprachentwicklung und Schriftspracherwerb

More information can be found at sebastiansuggateresearch.com (external link, opens in a new window).

Projects:

Fine motor skills and cognition: Do nimble hands make for nimble minds?
Lernvoraussetzung von Schülerinnen und Schülern
Sprachförderinterventionen im Vorschulalter, gefördert von der DFG
Bildschirmmedien in der Kindheit: Der Einfluss auf die Sinnes- und sinnesbezogene kognitive, sprachliche und motorische Entwicklung, gefördert von der Software AG Stiftung

Fine motor skills and cognition: Do nimble hands make for nimble minds?

Zusammenfassung

Bisherige Erkenntnisse legen nahe, dass die Feinmotorik von Kindern und deren kognitive Entwicklung miteinander verknüpft sind. Jedoch bedarf es weiterer Forschung, um die empirischen und theoretischen Gründen für diesen Zusammenhang zu ermitteln. Bislang wurde davon ausgegangen, dass Zusammenhänge zwischen Feinmotorik und Mathe/IQ im Allgemeinen stärker sind als zur Sprachverarbeitung. In jüngsten Studien (Suggate & Stöger, 2014, 2016) fanden wir jedoch einen stabilen Zusammenhang zwischen Feinmotorik und Wörtern, die mit der Hand manipulierbar sind. In nachfolgenden Studien wird der Erklärungsgehalt von vier Hypothesen, welche die Zusammenhänge zwischen FMS und Wörtern mit einer hohen Körper-Objekt Interaktion darlegen, untersucht: der Maturation-, der Funktionalismus-, der Semantic-Richness- sowie der Nimble-Hands-Nimble-Minds-Hypothese. Um den Beitrag dieser Annahmen zu untersuchen, sind sechs Studien geplant, welche eine Mischung aus experimentellen, quasi-experimentellen und Längsschnittdesigns beinhalten. Zusätzlich zum möglichen pädagogischen Erkenntnisgewinn, könnten potenzielle Ergebnisse dazu betragen das jahrtausendealte Rätsel, wie Motorik und Geist miteinander verknüpft sind, zu lösen.

Beteiligte Personen:

PD Dr. Sebastian Suggate

Prof. Dr. Heidrun Stöger

Rebecca Winter

Experimentelle und längsschnittliche Untersuchung der Effekte von Sprachförderinterventionen im Vorschulalter bei Kindern mit einem Risiko für die Entwicklung schulischer Leistungsprobleme

Gefördert von der Deutschen Forschungsgemeinschaft (DFG)

Zusammenfassung

Kinder aus Familien mit Migrationshintergrund weisen häufig ein Risiko für eine ungünstige Entwicklung schulischer Fertigkeiten auf. Die vorschulische Förderung sprachlicher Fertigkeiten stellt einen vielversprechenden Ansatz dar, schulische und akademische Leistungen dieser Kinder zu verbessern. Insbesondere die Förderung der phonologischen Bewusstheit und die Vermittlung von Wortschatz sind aussichtsreich, jedoch besteht auf diesem Gebiet ein großes Defizit experimenteller, längsschnittlicher Forschung und zugehöriger Follow-Up-Designs. Darüber hinaus ist unklar, ob eher die Förderung eng umgrenzter Fähigkeitskomplexe (z. B. phonologische Bewusstheit) oder weitreichender Kompetenzen (z. B. Wortschatz) zielführend ist. Auch ist bislang nicht hinreichend geklärt, ob Wortschatz am besten durch direkte Instruktion, durch Vorlesen oder durch das freie Geschichtenerzählen vermittelt werden kann. Aus diesem Grund beabsichtigen wir die Durchführung einer Serie von Experimenten, um optimale Fördersettings einer dialogisch ausgerichteten Förderung zu ermitteln. Zum anderen schlagen wir eine randomisierte Längsschnittstudie mit schulischen Follow-Up-Untersuchungen vor, deren Ziel der Vergleich der Effekte verschiedener Förderansätze bei 5 – 6 Jahre alten Kindern auf die frühe Leseentwicklung ist. Die Ergebnisse würden einen großen theoretischen und praktischen Erkenntnisgewinn erbringen und das Verständnis erweitern, welche Fähigkeiten und Maßnahmen für eine erfolgreiche Sprach- und Schriftsprachentwicklung notwendig sind.

Beteiligte Personen:

Arbeitsgruppe Universität Regensburg, Lehrstuhl für Schulpädagogik

PD Dr. Sebastian Suggate

Enni Vaahtoranta

Arbeitsgruppe Universität Würzburg, Lehrstuhl für Pädagogische Psychologie

PD Dr. Wolfgang Lenhard

Jan Lenhart

Bildschirmmedien in der Kindheit: Der Einfluss auf die Sinnes- und sinnesbezogene kognitive, sprachliche und motorische Entwicklung

Gefördert von der Software AG Stiftung.

Bildschirmmedien spielen im Kindesalter eine zunehmende Rolle. Fernseher, Smartphone, Tablet und PC werden im Grundschulalter zum Teil regelmäßig genutzt, um Filme und Nachrichten zu sehen, soziale Kontakte zu pflegen oder zu spielen. Die gegenwärtige Diskussion über mögliche Auswirkungen der zunehmenden Medialisierung auf die kindliche Entwicklung ist kontrovers und unterscheidet sich je nach Entwicklungsbereich stark.

Der Bereich der perzeptuellen und sensomotorischen Entwicklung, über welchen die verschiedenen Bildschirmerfahrungen selbst erst vermittelt werden, wurde bislang allerdings noch nicht systematischer untersucht. Dies überrascht, da die Sensomotorik die menschlichen Wahrnehmungsfähigkeiten sowie Kognitionen fundieren. Durch Bildschirmkonsum bewirkte Veränderungen in diesem Bereich hätten daher auch umfassende Auswirkungen auf andere Entwicklungsbereiche (u.a. auf Motorik, Sprache und Kognition).

Im aktuellen Projekt wird der Einfluss des Bildschirmkonsums auf die sensomotorische Entwicklung im Kindesalter erstmals gezielter untersucht. Dabei wird angenommen, dass von medial vermittelten Welterfahrungen qualitativ andere Anregungsimpulse auf Entwicklungen in diesem Bereich ausgehen, als von realen Welterfahrungen. In einer Längsschnittstudie mit Kleinkindern und in Experimenten werden einerseits mögliche stimulierende und hemmende Effekte von Bildschirmmedien in visuell-auditiven, haptisch-kinästhetischen und motorischen Merkmalen geprüft. Andererseits interessieren Auswirkungen auf imaginative, sprachliche und kognitive Entwicklungen, die unter anderem auf den zuvor genannten sensomotorischen Merkmalen basieren.

Beteiligte Personen:

PD Dr. Sebastian Suggate

Dr. Philipp Martzog (external link, opens in a new window)

Publications

Karle, V. L., Suggate, S. P., Winter, R., & Stoeger, H. (2026). When fine is large and gross is small. A meta-analysis of links between fine and gross motor skills with academic-cognitive skills. Educational Psychology Review, 38, 73. https://doi.org/10.1007/s10648-026-10161-4 (external link, opens in a new window)

Suggate, S. P., Milton, F., & Tree, J. (2026). Multimodal mental comparisons in those with and without aphantasia. Neuropsychologia, 222, 109373. https://doi.org/10.1016/j.neuropsychologia.2026.109373 (external link, opens in a new window)

Suggate, S. P., Karle, V. L., Kipfelsberger, T., & Stoeger, H. (2025). Keep the hands in mind: A meta-analysis of correlations between fine motor skills and reading, writing, mathematics, and cognitive development in children and adolescents. Educational Research Review, 49, 100748. https://doi.org/10.1016/j.edurev.2025.100748 (external link, opens in a new window)

Suggate, S. P., Karle, V., & Stoeger, H. (2025). Cutting it too fine? The factor structure of fine motor skills from ages 5 to 10 years. Child Development, 96(6), 1989-2005. https://doi.org/10.1111/cdev.70016 (external link, opens in a new window)

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 (external link, opens in a new window)

Williams, R., & Suggate, S. P. (2024). Latent Profiles of Visual Imagery: Aphantasics, Mid-Range Imagers, and Hyperphantasics Experience Reading Differently. Imagination, Cognition and Personality, 0(0). https://doi.org/10.1177/02762366241279404 (external link, opens in a new window)

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, 0(0). https://doi.org/10.1177/01427237241233084 (external link, opens in a new window)

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 (external link, opens in a new window)

Suggate, S. P., Karle, V., 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 (external link, opens in a new window)

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 (external link, opens in a new window)

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 (external link, opens in a new window)

Fischer, U., Suggate, S., & Stoeger, H. (2022). Fine motor skills and finger gnosia contribute to preschool children’s numerical competencies. Acta Psychologica, 226, June 2022, 103576. https://doi.org/10.1016/j.actpsy.2022.103576 (external link, opens in a new window)

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 (external link, opens in a new window)

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 (external link, opens in a new window)

Martzog, P., & Suggate, S. (2021). Haptik und mentale Simulation im Vor- und Grundschulalter: Tastend zu neuen Vorstellungen. Empirische Pädagogik, 35(3), 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, Epub Apr 23, https://doi.org/10.1016/j.ridd.2021.103960 (external link, opens in a new window)

Suggate, S. P., & Martzog, P. (2021). Preschool screen-media usage predicts mental imagery two years later. Early Child Development and Care, 192(10),
1659-1672. https:/doi.org/10.1080/03004430.2021.1924164

Suggate, S. P., Lenhart, J., Vaahtoranta, E., & Lenhard, W. (2021). Interactive elaborative story-telling fosters vocabulary in pre-schoolers compared to repeated-reading and phonemic awareness interventions. Cognitive Development, 57, January–March 2021, 100996. https://doi.org/10.1016/j.cogdev.2020.100996 (external link, opens in a new window)

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.

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, 74, May–June 2021, 101279. https://doi.org/10.1016/j.appdev.2021.101279 (external link, opens in a new window)

Winter, R. E., Stoeger, H., & Suggate, S. P. (2021). Fine motor skills and lexical processing in children and adults. Frontiers in Psychology: Developmental Psychology. May 12;12:666200. https://doi.org/10.3389/fpsyg.2021.666200 (external link, opens in a new window)

Vaahtoranta, E., Suggate, S., Lenhart, J., & Lenhard, W. (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, 1-4. https://doi.org/10.1017/S1366728920000541 (external link, opens in a new window)

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 (external link, opens in a new window)

Fischer, U., Suggate, S. P., & Stoeger, H. (2020). The implicit contribution of fine motor skills to mathematical insight. Frontiers in Psychology, June, 1-15. https://doi.org/10.3389/fpsyg.2020.01143 (external link, opens in a new window)

Suggate, S. P., & Martzog, P. (2020). Screen-time influences children’s mental imagery performance, Developmental Science, 23:e12978. https://doi.org/10.1111/desc.12978 (external link, opens in a new window)

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 (external link, opens in a new window)

Segerer, R., Niklas, F., Suggate, S., Schneider, W. (2020). Young minority home language children’s biased reading self-concept and its consequences for reading development. Reading Research Quarterly, online first, 1-24. https://doi.org/10.1002/rrq.300 (external link, opens in a new window)

Suggate, S. P., 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 (external link, opens in a new window)

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 (external link, opens in a new window)

Martzog, P. & Suggate, S. P. (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 (external link, opens in a new window)

Martzog, P., Stoeger, H., & Suggate, S. (2019). Relations between preschool children’s fine motor skills and general cognitive abilities. Journal of Cognition and Development. https://doi.org/10.1080/15248372.2019.1607862 (external link, opens in a new window)

Suggate, S. P., Pufke, E., & Stoeger, H. (2019). Children's fine motor skills in kindergarten predict reading in grade 1. Early Childhood Research Quarterly, 47, 248-258.

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 (external link, opens in a new window)

Lenhard, A., Lenhard, W., Suggate, S., & Segerer, R. (2018). A Continuous Solution to the Norming Problem. Assessment, 25(1), 112–125. https://doi.org/10.1177/1073191116656437 (external link, opens in a new window)

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 (external link, opens in a new window)

Suggate, S., 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 (external link, opens in a new window)

Vaahtoranta, E., Suggate, S., Jachmann, C., Lenhart, J., & Lenhard, W. (2017). Can explaining less be more? Enhancing vocabulary through explicit versus elaborative storytelling. First Language, 38, 198–217. https://doi.org/10.1177/0142723717737452 (external link, opens in a new window)

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 (external link, opens in a new window)

Fischer, U., Suggate, S. P., Schmirl, J., & Stoeger, H. (2017). Counting on fine motor skills: Links between preschool finger dexterity and numerical skills. Developmental Science, 21. https://doi.org/10.1111/desc.12623 (external link, opens in a new window)

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 (external link, opens in a new window)

Lenhart, J., Lenhard, W., Vaahtoranta, E., & Suggate, S. (2017). 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 (external link, opens in a new window)

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 (external link, opens in a new window)

Suggate, S., & Stoeger, H. (2016). Fine motor skills enhance lexical processing of embodied vocabulary: A test of the nimble-hands, nimble-minds hypothesis. Quarterly Journal of Experimental Psychology, 1–19. https://doi.org/10.1080/17470218.2016.1227344 (external link, opens in a new window)

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 (external link, opens in a new window)

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 (external link, opens in a new window)

Suggate, S. P. (2015). The Parable of the Sower and the long-term effects of early reading. European Early Childhood Education Research Journal, 23, 524-544. https://doi.org/10.1080/1350293X.2015.1087154 (external link, opens in a new window)

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 (external link, opens in a new window)

Suggate, S., & 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 (external link, opens in a new window)

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, 551-571. https://doi.org/10.1177/0142723713503144 (external link, opens in a new window)

Stoeger, H., Suggate, S. P., & 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., Schaughency, E. A., & Reese, E. (2013). Children learning to read later catch up to children who learn to read early. Early Childhood Research Quarterly, 23, 33–48. https://doi.org/10.1016/j.ecresq.2012.04.004 (external link, opens in a new window)

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. https://doi.org/10.1016/j.ijer.2009.05.001 (external link, opens in a new window)

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.

Presentations

Suggate, S., Milton, F., & Tree, J. (2025, July 7-11). Advantage aphantasia! Multimodal mental comparisons in those with and without mental imagery. Meeting of the Experimental Psychology Society, University of Dundee, Scotland.

Suggate, S. P. (2025, May 22-24). Measuring the unmeasurable: Recent empirical research on imagination, mental imagery and human development. Meeting of the INASTE, Vienna, Austria.

Suggate, S., & Lenhard, W. (2025, July 11-13). Unlocking the world within – reading, imagination and mental imagery. Symposium presented at the meeting of the Society for the Scientific Study of Reading, Copenhagen, Denmark.

Buchner, E., Lenhard, W., & Suggate, S. (2024, July, 11-13). Reading with the mind’s eye – an experimental investigation of mental imagery and perceptual simulations in reading comprehension. Meeting of the Society for the Scientific Study of Reading, Copenhagen, Denmark.

Williams, R., & Suggate, S. (2024, July, 11-13). Profiling mental imagery vividness and its link to reading absorption and enjoyment. Meeting of the Society for the Scientific Study of Reading, Copenhagen, Denmark.

Suggate, S. P. (2024, January 3-5). Beyond self-report: Measuring visual, auditory and tactile mental imagery using a mental comparisons task. Meeting of the Experimental Psychology Society, University College London.

Buchner, E., Lenhard, W., Suggate, S., & Richter, T. (2023, June 28-30). The Functional Role of Perceptual Simulations in Reading Comprehension [Presentation]. 33rd Annual Meeting of the Society for Text & Discourse, Oslo, Norway.

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.

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, Juni). 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

Lenhard, W., Segerer, R., Lenhard, A., & Suggate, S. (2021, September). Differential effects of single and dual language acquisition on domestic and academic word knowledge. Talk at the conference: European Conference of Educational Research, online (Geneva), 6-10 September.

Martzog, P. & Suggate, S. (2021, July). Links Between Screen Media and Fine Motor Skills in Children – A Longitudinal Study. Presentation held online at the 32^nd International Congress of Psychology, 18-23 July. Prague. Czech Republic.

Martzog, P., & Suggate, S. (2019, October). Einflüsse von Bildschirmmedien auf Sensomotorik und Imagination. Talk at the conference Sinn-Bildung durch Welt-Begegnung, Vienna.

Lenhart, J., Vaahtoranta, E., Lenhard, W., & Suggate, S. (2019, September). Einzelvortrag 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), Münster.

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), Münster.

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.

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.

Vaahtoranta, E., Suggate, S., Lenhart, J., & Lenhard, W. (2018, June). Predictors of dual language learning – The role of language experience and phonological working memory for in vocabulary development. Paper presented 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., Suggate, S., & Stoeger, H. (2017). Understanding the link between motor and vocabulary development: Body-Object-Interaction or Body-Part-Association? Tagung experimentell arbeitender Psychologen, Dresden 20-23 March, Dresden.

Vaahtoranta, E., Suggate, S. P., Lenhart, J., Lenhard, W. (2016). Sprachförderung durch Märchenerzählungen im Kindergarten: Ein randomisiertes Experiment. Vortrag auf dem 50. Kongress der Deutschen Gesellschaft für Psychologie, 18-22 September. Leipzig: Universität Leipzig.

Suggate, S. P. (2015). Is lexical processing for embodied vocabulary items linked to preschoolers' fine motor skills? Child language symposium. June 21, Warwick, University of Warwick.

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.

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