Schmitterer, A. M. A., Tetzlaff, L. D., Hasselhorn, M., & Brod, G. (2023). Who benefits from computerized learning progress assessment in reading education? Evidence from a two‐cohort pre–post design. Journal of Computer Assisted Learning. https://doi.org/10.1111/jcal.12851
Ehm, J., Schmitterer,A.M.A., Nagler, T. & Lervåg, A. (2023) The Underlying Components of Growth in Decoding and Reading Comprehension: Findings from a 5-Year Longitudinal Study of German-Speaking Children, Scientific Studies of Reading, 27:4, 311-333, https://doi.org./10.1080/10888438.2022.2164199
Schmitterer, A.M.A. & Brod, G. (2021). Which Data do Elementary School Teachers use to Determine Reading Difficulties in their Students? Special Issue, Journal of Learning Disabilities. https://doi.org/10.1177/0022219420981990
Schmitterer, A.M.A. & Schroeder, S. (2019). Grain Size Effects in Rime Judgment Across Literacy Development in German, Applied Psycholinguistics, 40, 673-691. https://doi.org/10.1017/S0142716418000784
Schmitterer, A.M.A. & Schroeder, S. (2019). Young Children’s Semantic Judgment of Thematic Relations Predicts Word Reading: Evidence from a Longitudinal Study, Cognitive Development, 50, 22-35, https://doi.org/10.1016/j.cogdev.2019.01.002
