Tobias Richter

Professor of Psychology

Julius-Maximilians-Universität Würzburg

Research Interests

Educational Psychology

Psycholinguistics

Teaching And Learning

Learning Psychology

Cognitive Science

Reading Comprehension

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Articles(20)

Collaborators(4)

Markus Appel

University of Würzburg

Wolfgang Lenhard

Adjunct Professor

Wienke Wannagat

University of Würzburg

Stephanie Pieschl

Technische Universität Darmstadt

Tobias Richter

Improving word reading skills of low‐skilled readers: An intervention combining a syllable‐based approach with digital game‐based features

Does generation benefit learning for narrative and expository texts? A direct replication attempt

Metacognitive training can reduce mindless reading.

Document language moderates the text-belief consistency effect

Rational thinking as a general cognitive ability: Factorial structure, underlying cognitive processes, and relevance for university academic success

Learning as an epistemic activity / El aprendizaje como actividad epistémica

Emotional shifts, event-congruent emotions, and transportation in narrative persuasion

The Testing Effect in the Lecture Hall: Does it Depend on Learner Prerequisites?

Promoting students’ argument comprehension and evaluation skills: Implementation of two training interventions in higher education

Text Generation Benefits Learning: a Meta-Analytic Review

Distinguishing between struggling and skilled readers based on their prosodic speech patterns in oral reading: An exploratory study in grades 2 and 4

Does speed‐reading training work, and if so, why? Effects of speed‐reading training and metacognitive training on reading speed, comprehension and eye movements

Belief-biased representations of textual information in bilinguals: Language as a source characteristic

Here I sit, making men in my own image: how learning disorder labels affect teacher student’s expectancies

The Experience of Emotional Shifts in Narrative Persuasion

The Influence of Diagnostic Labels on the Evaluation of Students: a Multilevel Meta-Analysis

Metacognitive Comprehension Monitoring: Cognitive Abilities Explain Performance Differences Between Younger and Older Adults

The Testing Effect in the Lecture Hall: Does it Transfer to Content Studied but Not Practiced?

Assessing vocabulary of bilingual German-Turkish preschool children

Tracking Emotional Shifts During Story Reception: The Relationship Between Narrative Structure and Affective Responses

Markus Appel

Wolfgang Lenhard

Wienke Wannagat

Stephanie Pieschl