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PD Dr. Sebastian Suggate

Akademischer Rat

Sprechzeiten im Wintersemester:
Donnerstag, 9-10 Uhr und nach Vereinbarung


Forschung

Forschungsschwerpunkte:

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

Laufende Drittmittelprojekte:

  • Sprachförderinterventionen im Vorschulalter, gefördert von der DFG
  • Der Einfluss von Bildschirmkonsum auf die kognitive, sprachliche und motorische Entwicklung von Kindern, gefördert von der Software AG

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:

a)       establishing the key fine and sensorimotor skills involved;

b)      determining links between fine and sensorimotor skills and language and conceptual development;

c)       testing causal pathways between fine and sensorimotor skills and later academic development;

d)      conducting experiments to investigate theoretical explanations for links.

Project collaborators:

Dr. Philipp Martzog

Prof. Heidrun Stöger

Dr. Sebastian Suggate

Rebecca Zack


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:

a)       increased childhood electronic media exposure relates to sensory development in diverse modalities (proprioception, visual, tactile);

b)      this electronic media usage affects sensory integration;

c)       electronic media affect mental imagery abilities;

d)      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


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:

a)       story-telling interventions and preliteracy development;

b)      working memory, exposure, and second language acquisition;

c)       the role of oral narratives in reading and language development;

d)      reading instruction;

e)      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. Wolfgang Lenhard (University of Würzburg)

Jan Lenhart (University of Würzburg)

Dr. Sebastian Suggate (University of Regensburg)

Enni Vaahtoranta (University of Regensburg)

Publikationen

Fischer, U., Suggate, S. P., Schmirl, J., & Stoeger, H. (2018). Counting on fine motor skills: Links between preschool finger dexterity and numerical skills. Developmental Science, 21(4). doi:10.1111/desc.12623

Suggate, S. P. (2018). Foreword. In A. Allanson & N. Teensma, Writing to Reading the Steiner Waldorf Way: Foundations of Creative Literacy in Classes 1 and 2. Stroud: Hawthorn Press.

Suggate, S. P., Pufke, E., & Stoeger, H. (2018). Do fine motor skills contribute to early reading development? Journal of Research in Reading, 41,  1-19. doi:10.1111 /1467-9817.12081

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. doi:10.1016/j.cogdev.2018.04.005

Suggate, S. P., & Stoeger, H. (2018). Nimble hands, nimble minds? Die Bedeutung der Feinmotorik für die kognitive Entwicklung von Kindern. Blick in die Wissenschaft, 37, 8-11.

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. Advance online publication. doi:10.1080/01443410.2017.1363377

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. doi:10.1080/19404158.2017.1399914

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. doi:10.1177/0031512517727405

Suggate, S., Stoeger, H., & Pufke, E. (2017). Relations between playing activities and fine motor development. Early Child Development and Care, 187, 1297-1310. doi:10.1080/03004430.2016.1167047

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. doi:10.1177/0142723717737452

Lenhard, A., Lenhard, W., Suggate, S. P., & Segerer, R. (2016). A continuous solution to the norming problem. Assessment. Advance online publication. doi:10.1177/1073191116656437 

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. doi:10.1177/0022219414528540 

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. doi:10.1016/j.jecp.2015.07.012 

Suggate, S. P., & 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. Advance online publication. doi:10.1080/17470218.2016.1227344 

Lenhard, A., Lenhard, W., Segerer, R., Suggate, S. (2015). Peabody Picture Vocabulary Test – Revision IV (Deutsche Adaption). Pearson Assessment GmbH: Frankfurt am Main.

Suggate, S. P. (2015). Pädagogische Ansätze für die Kita: Waldorf. Berlin: Cornelsen Schulverlag.

Suggate, S. P. (2015). The Parable of the Sower and the long-term effects of early reading. European Early Childhood Education Research Journal. doi:10.1080/1350293X.2015.1087154 

Suggate, S. P. (2015). Vom Ergreifen zum Begreifen? News & Science: Begabtenförderung und Begabungsforschung, 39(1), 42-44.

Suggate, S. P. (2014). Feinmotorik und feinsinnige Gedanken. Befunde aus dem Kindergarten und der Grundschule. Erziehungskunst, Oktober Ausgabe.

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. doi:10.1007/s11145-014-9498-z 

Suggate, S. P., & Stoeger, H. (2014). Do nimble hands make for nimble lexicons? Fine motor skills predict knowledge of embodied vocabulary items. First Language, 34, 244-261. doi:10.1177/0142723714535768 

Stoeger, H., Suggate, S., & 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. (2013). Does early reading instruction help reading in the long-term? A review of empirical evidence. Research on Steiner Education, 4, 123-131.

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, S. 551-571.

Suggate, S. P., Schaughency, E. A., Reese, E. (2013). 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. (2010). Why “what” we teach depends on “when”: Age as a moderator of reading intervention. Developmental Psychology, 46, 1556-1579.

Suggate, S. (8 July, 2010). 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. (2009). 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. (2009). 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

Vorträge auf wissenschaftlichen Kongressen

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.

Lenhart, J., Lenhard, W., Vaahtoranta, E., & Suggate, S. (2018, July). More than words: Narrator engagement during storytelling increases children’s word learning and on-task behaviour. Paper presented at the Society for Scientific Studies of Reading, Brighton, UK.

Vaahtoranta, E., Suggate, S., Lenhart, J, & Lenhard, W. (2018, June). Predictors of dual language learning: The role of language experience and phonological working memory. Presentation 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. E., Suggate, S., & Stöger, H. (2017, März). Understanding the link between motor and vocabulary development: Bod-Object Interaction or Body-Part-Association? Vortrag auf der 59. Tagung experimentell arbeitender Psychologen (TeaP), Dresden.

Suggate, S. P. (2015, June). Is lexical processing for embodied vocabulary items linked to preschoolers' fine motor skills? Presentation at the Child Language Symposium. Warwick, England.

Suggate, S. P. (2014, June). Nimble Hands, Nimble Minds? Embodied Cognition in Early Childhood Education. Keynote at the Congress Research in Early Childhood Education and Social Pedagogy. Alanus Hochschule für Kunst und Gesellschaft.

Suggate, S. P. (2011, July). Matthew, Luke, and the Gospel of Early Literacy. Eingeladener Vortrag (Prof. Dr. Cordula Artelt). Univeristät Bamberg.

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

Suggate, S., Schaughency, E., McAnally, H., & Reese, E. (2018, July). From infancy to adolescence: The longitudinal links between vocabulary, early literacy skills, oral narrative, and reading comprehension. Poster presented at the Society for Scientific Studies of Reading, Brighton, UK.

Fischer, U., Suggate, S., & Stoeger, H. (2017, February). Counting on fine motor skills: Testing links between finger dexterity and numerical skills. Poster presented at The Origins of Numerical Abilities: The Future, Newport Pagnell, Buckinghamshire, UK.

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.

  1. Fakultät für Psychologie, Pädagogik und Sportwissenschaft
  2. Institut für Pädagogik

PD Dr. Sebastian Suggate

 

PT 5.1.03

 

Sebastiansuggaterightframe

Tel.: 0941/943-3643
Fax: 0941/943-1993

sebastian.suggate@ur.de