Publications

Books

Suggate, S. P., & Suggate, T. R. (2019). Reclaim Early Childhood: The Philosophy, Psychology and Practice of Steiner Early Years Education. Stroud: Hawthorn Press.

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

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., & Reese, E. (Hrsg.) (2012). Contemporary debates on childhood development and education. London & New York: Routledge, Taylor & Francis.

Peer-reviewed papers

Suggate, S. P. (2023). Does it kill the imagination dead? The effect of film versus reading on mental imagery.Psychology of Aesthetics, Creativity, and the Arts. Advance online publication. https://doi.org/10.1037/aca0000651

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. https://doi.org/10.1016/j.jecp.2023.105674

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

Martzog, P., & Suggate, S. (2022). Screen media are associated with fine motor skill development in preschool children. Early Childhood Research Quarterly, 60, 3rd Quarter 2022, 363-373. https://doi.org/10.1016/j.ecresq.2022.03.010

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

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

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

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

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.

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.

Winter, R. E., Stoeger, H., & Suggate, S. P. (2021). Fine motor skills and lexical processing in children and adults. Frontiers in Psychology: Developmental Psychology.

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

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

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

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

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

Segerer, R., Niklas, F., Suggate, S., Schneider, W. (2020). Minority home language children’s biased reading self-concept and its consequences for reading development. Reading Research Quarterly, online first, 1-24. doi:10.1002/rrq.300

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.

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.

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.

Martzog, P., Stoeger, H., & Suggate, S. (2019). Relations between preschool children’s fine motor skills and general cognitive abilities. Journal of Cognition and Development. doi:10.1080/15248372.2019.1607862

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

Lenhard, A., Lenhard, W., Suggate, S., & Segerer, R. (2018). A Continuous Solution to the Norming Problem. Assessment, 25(1), 112–125. doi:10.1177/1073191116656437

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

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

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

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

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. doi:10.1111/desc.12623

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

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

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.

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. doi:10.1080/17470218.2016.1227344

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. (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. (2015). The Parable of the Sower and the long-term effects of early reading. European Early Childhood Education Research Journal, 23, 524-544. doi:10.1080/1350293X.2015.1087154

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., & 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

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. doi: 10.1177/0142723713503144

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. doi:10.1016/j.ecresq.2012.04.004

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.

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.

Chapters

Suggate, S. P. (2023). Visual-motor skill and general cognitive ability. In T. Inoue, U. Maurer, & C. McBride (Eds). Handbook of Visual-motor skills, Handwriting, and Spelling: Theory, Research, and Practice. Routledge, Taylor & Francis.

Suggate, S. (2022). Die schreckliche deutsche Sprache? Die Rolle von Orthographie und Schreibweise beim Leseerwerb in verschiedenen Sprachsystemen [The awful German language? The roll of orthography in reading acquisition across different languages]. In M. Gebhardt, D. Scheer, & M. Schurig (Eds.). Handbuch der sonderpädagogischen Diagnostik. Grundlagen und Konzepte der Statusdiagnostik, Prozessdiagnostik und Förderplanung. (pp. 121-130). Regensburger Universitätsbibliothek. https://doi.org/10.5283/epub.53149

Martzog, P., & Suggate, S. (2021). Digitally native and digitally developped? Einflüsse von Bildschirmmedien auf die kindliche Sensomotorik und Imagination. In: T. Krobath, L- Weiss, & C. Willmann (Hrsg.). Sinn-Bildung durch Welt-Begegnung: Herausforderungen und Aufgabenfelder einer Waldorfpädaogik im 21. Jahrhundert (pp. 167-182). Lit Verlag GmbH & Co. KG: Wien.

Suggate, S. P. (2020). Die (Fein-)Motorik als Resonanzphänomen zwischen Form und Handlung. In E. Hübner & L. Weiss (Hrsg.). Resonanz und Lebensqualität: Pädagogische Perspektiven in einer digitalisierten Welt. Verlag: Barbara Budrich: Berlin

Suggate, S. P., & Stoeger, H. (2018). Nimble hands, nimble minds? Die Bedeutung der Feinmotorik für die kognitive Entwicklung von Kindern. Blick in die Wissenschaft, 38, 26-29.

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. (2016). Frosch oder König: Wie Märchen die Sprache fördern. Erziehungskunst, Dezember Ausgabe.

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

Suggate, S. P. (2015). The latent esotericism in modern science and statistics. Research on Steiner Education, 6(2). http://www.rosejourn.com/index.php/rose/article/view/307

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

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. (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.

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.

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.

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