Prof. Dr. Frank Niklas

• ORCID: https://orcid.org/0000-0002-3777-7388
• Google Scholar: http://scholar.google.com.au/citations?hl=en&user=X2Yp56oAAAAJ
• ResearchGate: https://www.researchgate.net/profile/Frank-Niklas

Curriculum Vitae

• Important sations:
• 2001 - 2007 Studies in psychology at the University of Würzburg
• 2007 - 2013 Research Fellow at the University of Würzburg
• 2013 - 2015 Post-doctoral studies at the University of Melbourne, Australia
• 2015 - 2018 Senior Research Fellow at the University of Würzburg
• 2018 - 2019 Senior Lecturer (Akademischer Rat) at the University of Augsburg
• 2019 – Full Professor for Educational Psychology and Family Studies at the LMU Munich
• Shortbio:
  

Frank Niklas is a developmental and educational psychologist with research interests in how children learn in the context of families (Home Learning Environment). He studied psychology at the University of Würzburg, where he completed his PhD in 2010. In 2013, he was granted a 2-year post-doctoral fellowship by the German Academic Exchange Services (DAAD) to work as a post-doc at the University of Melbourne, Australia, at which he still has an honorary appointment. In 2014, he received his venia legendi for psychology at the University of Würzburg, where he worked as senior research fellow after his return from Australia in 2015. From June 2018 until February 2019, Frank was appointed senior lecturer at the University of Augsburg. Since March 2019, he is Professor for Educational Psychology and Family studies at the LMU Munich.

Research topics

• Home Literacy Environment / Home Numeracy Environment
• Interventions in the home learning environment (also with digital media)
• Development of mathematical und literacy competencies in children
• Educational learning apps for children
• Development of the academic self-concept
• Composition effects in kindergartens and schools
• School-readiness

Selected publications

• Niklas, F. & Schneider, W. (2013). Home literacy environment and the beginning of reading and spelling. Contemporary Educational Psychology, 38, 40-50. doi:10.1016/j.cedpsych.2012.10.001
• Niklas, F. & Schneider, W. (2015). With a little help: improving kindergarten children’s vocabulary by enhancing the home literacy environment. Reading and Writing: An Interdisciplinary Journal, 28(4), 491-508. doi:10.1007/s11145-014-9534-z
• Niklas, F. & Schneider, W. (2017). Home learning environment and development of child competencies from kindergarten until the end of elementary school. Contemporary Educational Psychology, 49, 263-274. doi:10.1016/j.cedpsych.2017.03.006
• Niklas, F. & Tayler, C. (2018). Room quality and composition matters: Children's verbal and numeracy abilities in Australian early childhood settings. Learning and Instruction, 54, 114-124. doi:10.1016/j.learninstruc.2017.08.006
• • Segerer, R., Niklas, F., Suggate, S. & Schneider, W. (2021). Young minority home-language students’ biased reading self-concept and its consequences for reading development. Reading Research Quarterly, 56(1), 71-94. doi: https://doi.org/10.1002/rrq.300

Research Projects

Teaching

Information im HIS-LSF