Prof. Dr. Simon Tiffin-Richards

Arbeitsbereich Sonderpädagogik

Sprachliche Entwicklung

Adresse

Habelschwerdter Allee 45
Raum KL 24/131
14195 Berlin

E-Mail

Sprechstunde

Mo. 12:00-13:00 Uhr (nur mit Anmeldung)

09/2018	Visiting Professor for Language Development, Department of Education and Psychology, Freie Universität Berlin, Berlin
09/2012-06/2018	Research Scientist in the Max Planck Research group Reading Education and Development (REaD), Max Planck Institute for Human Development, Berlin
01/2012-08/2012	Coordinator between the Center for International Large Scale Assessment (ZIB), Technische Universität München, and the Institute for Educational Quality Improvement (IQB), Humboldt University of Berlin
11/2011	Dr. phil. (summa cum laude): Psychology, Freie Universität Berlin, Germany Dissertation: “Setting standards for the assessment of English as a foreign language: Establishing validity evidence for criterion-referenced interpretations of test-scores.”
01/2008-12/2011	Research Assistant: German Science Foundation (DFG) funded Project “Validation of Standard-Setting Methods for the Assessment of Competencies”, Prof. Dr. Pant, Humboldt University of Berlin, Prof. Dr. Rupp, University of Maryland, Prof., Dr. Köller, Leipniz-Institute for Science Education, University of Kiel

Research methods: Large-scale-assessment, Computer-based assessment, Validity in educational and psychological measurement
Reading development: Comprehension, Eye movements, Developmental reading deficits, First and second language acquisition

Tiffin-Richards, S. P., & Schroeder, S. (2018). The development of wrap-up processes in text reading: A study of children's eye movements. Journal of Experimental Psychology: Learning, Memory, and Cognition. http://dx.doi.org/10.1037/xlm0000506.

Tiffin-Richards, S. P., & Schroeder, S. (2018). Verification of nonwords: The baseword frequency effect in children’s pseudohomophone reading. Psychonomic Bulletin & Review, 1-6.

Grolig, L., Cohrdes, C., Tiffin-Richards, S. P., & Schroeder, S. (2018). Effects of preschoolers’ storybook exposure and literacy environments on lower level and higher level language skills. Reading and Writing, 1-24.

Eilers, S., Tiffin-Richards, S. P., & Schroeder, S. (2018) Individual differences in children’s pronoun processing during reading: Detection of incongruence is associated with higher reading fluency and more regressions. Journal of Experimental Child Psychology, 173, 250-267.
Eilers, S., Tiffin-Richards, S. P., & Schroeder, S. (2018) The repeated name penalty effect in children’s natural reading. Evidence from eye tracking. Quarterly Journal of Experimental Psychology. http://journals.sagepub.com/doi/10.1177/1747021818757712.
Tiffin-Richards, S. P., & Schroeder, S. (2015). Children's and adults' parafoveal processes in German: Phonological and orthographic effects. Journal of Cognitive Psychology, 27 (5), 531-548
Tiffin-Richards, S. P., & Schroeder, S. (2015). Word length and frequency effects on children's eye movements during silent reading. Vision Research. 113, 33-43.
Tiffin-Richards, S. P., & Schroeder, S. (2015). The component processes of reading comprehension in adolescents. Learning and Individual Differences, 42, 1-9

[full list of publications]