Schneider, Wolfgang

Exploring the impact of phonological awareness, visual-spatial working memory, and preschool quantity-number competencies on mathematics achievement in elementary school: Findings from a 3-year longitudinal study

Krajewski, K., & Schneider, W. (2009) · Journal of Experimental Child Psychology

Cognitive and developmental aspects of mathematical skillsReading and Literacy Development

Cited by 493

Pseudohomophone Effects and Phonological Recoding Procedures in Reading Development in English and German

Goswami, U., Ziegler, J. C., Dalton, L., & Schneider, W. (2001) · Journal of Memory and Language

Reading and Literacy DevelopmentLanguage Development and Disorders

Cited by 179

The effects of goal-driven and data-driven regulation on metacognitive monitoring during learning: A developmental perspective.

Koriat, A., Ackerman, R., Adiv, S., Lockl, K., & Schneider, W. (2014) · Journal of Experimental Psychology: General

Memory Processes and InfluencesInnovative Teaching and Learning Methods

Cited by 85

Fifth graders metacognitive knowledge: general or domain-specific?

Neuenhaus, N., Artelt, C., Lingel, K., & Schneider, W. (2011) · European Journal of Psychology of Education

Innovative Teaching and Learning MethodsEducational Strategies and Epistemologies

Cited by 85

Cross-country generalizability of the role of metacognitive knowledge in students’ strategy use and reading competence

Artelt, C., & Schneider, W. (2015) · Teachers College Record: The Voice of Scholarship in Education

Educational Strategies and EpistemologiesInnovative Teaching and Learning Methods

Cited by 75