Publikationen/Publications

Peer-reviewed Zeitschriftenartikel / journal articles

Niklas, F., Ogrissek, L., Lehrl, S., Grolig, L., & Berner, V.-D. (2023). Mathematikspiele in der Familie. Erfassung des Anregungsgehalts mathematischer Lernumwelten mit dem mathematischen Titelrekognitionstest für das Kindergartenalter (TRT-Mathe-K). Diagnostica. doi:10.1026/0012-1924/a000310 [open access]

Grolig, L. (2020) Shared storybook reading and oral language development: A bioecological perspective. Frontiers in Psychology, 11, 1818. doi: 10.3389/fpsyg.2020.01818 [open access]

Grolig, L., Tiffin-Richards, S. P., & Schroeder, S. (2020). Print exposure across the reading life span. Reading and Writing: An Interdisciplinary Journal, 33(6), 1423–1441. doi:10.1007/s11145-019-10014-3 [open access] [test materials, data, & analyses]

Grolig, L., Cohrdes, C., Tiffin-Richards, S. P., & Schroeder, S. (2020). Narrative dialogic reading with wordless picture books: A cluster-randomized intervention study. Early Childhood Research Quarterly, 51, 191–203. doi:10.1016/j.ecresq.2019.11.002 [PDF + supplemental materials]

Grolig, L., Cohrdes, C., Tiffin-Richards, S. & Schroeder, S. (2019). Effects of Preschoolers’ Storybook Exposure and Literacy Environments on Lower Level and Higher Level Language Skills. Reading and Writing: An Interdisciplinary Journal, 32(4), 1061–1084. doi:10.1007/s11145-018-9901-2 [open access]

Cohrdes, C., Grolig, L., & Schroeder, S. (2018). The development of music competencies in preschool children: Effects of a training program and the role of environmental factors. Psychology of Music, 47(3), 358–375. doi:10.1177/0305735618756764 [PDF]

Grolig, L., Cohrdes, C., & Schroeder, S. (2017). Der Titelrekognitionstest für das Vorschulalter (TRT-VS): Erfassung des Lesevolumens von präkonventionellen Lesern und Zusammenhänge mit Vorläuferfertigkeiten des Lesens [The Title Recognition Test for Kindergarteners (TRT-VS): Assessment of Preconventional Readers’ Print Exposure and Its Relations to Precursors of Reading]. Diagnostica, 63, 309-319. doi:10.1026/0012-1924/a000186 [Postprint + Testmaterialien]

Cohrdes, C., Grolig, L. & Schroeder, S. (2016). Relating language and music skills in young children: a first approach to systemize and compare distinct competencies on different levels. Frontiers in Psychology, 7(1616), 1-11. doi:10.3389/fpsyg.2016.01616 [open access]

Kapitel / Chapters

Schroeder, S. & Grolig, L. (2018). Fostering language skills in preschool using musical training: Opportunities and challenges. In: Rat für Kulturelle Bildung e.V. (Ed.) Research on Impacts of Arts Education. German-Dutch perspectives. Rat für Kulturelle Bildung und Bildungsministerium für Bildung und Forschung: Essen & Berlin. [PDF]

Grolig, L., Cohrdes, C., & Schroeder, S. (2017). Transfereffekte von musikalischer Frühförderung auf Kognition und Leseentwicklung [Transfer effects of early music education on cognition and reading development]. In: Rat für Kulturelle Bildung e.V. (Ed.) Wenn. Dann. Befunde zu den Wirkungen Kultureller Bildung [Evidence from studies on the effects of cultural education]. Rat für Kulturelle Bildung: Essen, 56-65. [PDF]

Dissertation / Doctoral Thesis

Grolig, L. (2020). Shared storybook reading and the development of oral language skills. Doctoral dissertation, Freie Universität Berlin. doi:10.17169/refubium-27532 [PDF]