Apl. Prof. Dr. Sebastian Suggate

Forschungsschwerpunkte:

• Feinmotorik und Kognition
• Sensomotorik im Zusammenhang mit der Nutzung von Digitalen Medien
• Sprachentwicklung und Schriftspracherwerb

Mehr Informationen unter sebastiansuggateresearch.com (externer Link, öffnet neues Fenster)

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Laufende Drittmittelprojekte:

• The fine-motor and sensorimotor foundations of learning
• The influence of electronic screen media on sensorimotor development and mental imagery

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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:

1. establishing the key fine and sensorimotor skills involved;
2. determining links between fine and sensorimotor skills and language and conceptual development;
3. testing causal pathways between fine and sensorimotor skills and later academic development;
4. conducting experiments to investigate theoretical explanations for links.

Project collaborators:

Dr. Philipp Martzog

Prof. Dr. Heidrun Stoeger

Dr. Sebastian Suggate

Tanja Kipfelsberger

Viktoria Karle

Rebecca Winter

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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:

1. increased childhood electronic media exposure relates to sensory development in diverse modalities (proprioception, visual, tactile);
2. this electronic media usage affects sensory integration;
3. electronic media affect mental imagery abilities;
4. 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

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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:

1. story-telling interventions and preliteracy development;
2. working memory, exposure, and second language acquisition;
3. the role of oral narratives in reading and language development;
4. reading instruction;
5. 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)

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 (externer Link, öffnet neues Fenster)

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 (externer Link, öffnet neues Fenster) 

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 (externer Link, öffnet neues Fenster)

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 (externer Link, öffnet neues Fenster)

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 (externer Link, öffnet neues Fenster)

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 (externer Link, öffnet neues Fenster)  

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 (externer Link, öffnet neues Fenster)

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 (externer Link, öffnet neues Fenster)

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 (externer Link, öffnet neues Fenster) 

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 (externer Link, öffnet neues Fenster) 

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 (externer Link, öffnet neues Fenster) 

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 (externer Link, öffnet neues Fenster) 

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 (externer Link, öffnet neues Fenster) 

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 (externer Link, öffnet neues Fenster) 

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 (externer Link, öffnet neues Fenster) 

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 (externer Link, öffnet neues Fenster) 

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 (externer Link, öffnet neues Fenster)

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 (externer Link, öffnet neues Fenster) 

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 (externer Link, öffnet neues Fenster) 

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 (externer Link, öffnet neues Fenster)

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 (externer Link, öffnet neues Fenster) 

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 (externer Link, öffnet neues Fenster)

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 (externer Link, öffnet neues Fenster)   

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 (externer Link, öffnet neues Fenster)

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 (externer Link, öffnet neues Fenster)

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 (externer Link, öffnet neues Fenster)

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 (externer Link, öffnet neues Fenster)

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 (externer Link, öffnet neues Fenster) 

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 (externer Link, öffnet neues Fenster)

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 (externer Link, öffnet neues Fenster) 

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 (externer Link, öffnet neues Fenster) 

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 (externer Link, öffnet neues Fenster)  

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 (externer Link, öffnet neues Fenster)  

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 (externer Link, öffnet neues Fenster) 

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 (externer Link, öffnet neues Fenster)

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 (externer Link, öffnet neues Fenster)  

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 (externer Link, öffnet neues Fenster)  

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 (externer Link, öffnet neues Fenster)  

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 (externer Link, öffnet neues Fenster) 

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 (externer Link, öffnet neues Fenster) 

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 (externer Link, öffnet neues Fenster)

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 (externer Link, öffnet neues Fenster) 

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 (externer Link, öffnet neues Fenster)

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 (externer Link, öffnet neues Fenster)

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 (externer Link, öffnet neues Fenster) 

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 (externer Link, öffnet neues Fenster)  

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 (externer Link, öffnet neues Fenster)

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., 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.