| A meta-analysis of the long-term effects of phonemic awareness, phonics, fluency, and reading comprehension interventions SP Suggate Journal of learning disabilities 49 (1), 77-96, 2016 | 561 | 2016 |
| From infancy to adolescence: The longitudinal links between vocabulary, early literacy skills, oral narrative, and reading comprehension S Suggate, E Schaughency, H McAnally, E Reese Cognitive Development 47, 82-95, 2018 | 345 | 2018 |
| Children’s oral narrative and reading skills in the first 3 years of reading instruction E Reese, S Suggate, J Long, E Schaughency Reading and Writing 23, 627-644, 2010 | 231 | 2010 |
| Why what we teach depends on when: grade and reading intervention modality moderate effect size. SP Suggate Developmental psychology 46 (6), 1556, 2010 | 219 | 2010 |
| Children learning to read later catch up to children reading earlier SP Suggate, EA Schaughency, E Reese Early Childhood Research Quarterly 28 (1), 33-48, 2013 | 147 | 2013 |
| Peabody picture vocabulary test A Lenhard, W Lenhard, R Segerer, S Suggate Ausgabe: Deutsche Fassung, 2015 | 118 | 2015 |
| Do fine motor skills contribute to early reading development? S Suggate, E Pufke, H Stoeger Journal of Research in Reading 41 (1), 1-19, 2018 | 111 | 2018 |
| Children’s fine motor skills in kindergarten predict reading in grade 1 S Suggate, E Pufke, H Stoeger Early childhood research quarterly 47, 248-258, 2019 | 103 | 2019 |
| Incidental vocabulary acquisition from stories: Second and fourth graders learn more from listening than reading SP Suggate, W Lenhard, E Neudecker, W Schneider First Language 33 (6), 551-571, 2013 | 100 | 2013 |
| School entry age and reading achievement in the 2006 Programme for International Student Assessment (PISA) SP Suggate International Journal of Educational Research 48 (3), 151-161, 2009 | 92 | 2009 |
| Relations between preschool children’s fine motor skills and general cognitive abilities P Martzog, H Stoeger, S Suggate Journal of Cognition and Development 20 (4), 443-465, 2019 | 73 | 2019 |
| Counting on fine motor skills: links between preschool finger dexterity and numerical skills U Fischer, SP Suggate, J Schmirl, H Stoeger Developmental science 21 (4), e12623, 2018 | 72 | 2018 |
| A continuous solution to the norming problem A Lenhard, W Lenhard, S Suggate, R Segerer Assessment 25 (1), 112-125, 2018 | 71 | 2018 |
| More than words: Narrator engagement during storytelling increases children’s word learning, story comprehension, and on-task behavior J Lenhart, W Lenhard, E Vaahtoranta, S Suggate Early Childhood Research Quarterly 51, 338-351, 2020 | 68 | 2020 |
| The effect of fine and grapho-motor skill demands on preschoolers’ decoding skill S Suggate, E Pufke, H Stoeger Journal of Experimental Child Psychology 141, 34-48, 2016 | 64 | 2016 |
| Incidental vocabulary acquisition from listening to stories: a comparison between read-aloud and free storytelling approaches J Lenhart, W Lenhard, E Vaahtoranta, S Suggate Educational Psychology 38 (5), 596-616, 2018 | 61 | 2018 |
| Relations between playing activities and fine motor development S Suggate, H Stoeger, E Pufke Early Child Development and Care 187 (8), 1297-1310, 2017 | 60 | 2017 |
| The implicit contribution of fine motor skills to mathematical insight in early childhood U Fischer, SP Suggate, H Stoeger Frontiers in Psychology 11, 1143, 2020 | 56 | 2020 |
| The relative contributions of vocabulary, decoding, and phonemic awareness to word reading in English versus German S Suggate, E Reese, W Lenhard, W Schneider Reading and Writing 27, 1395-1412, 2014 | 54 | 2014 |
| Fine motor skills enhance lexical processing of embodied vocabulary: A test of the nimble-hands, nimble-minds hypothesis S Suggate, H Stoeger The Quarterly Journal of Experimental Psychology 70 (10), 2169-2187, 2017 | 52 | 2017 |
