Projects
Individual Development
To the project browser
FLINK-SRL
FLINK-SRL extends the digital reading intervention FLINK by integrating self-regulation prompts. The project aims to support students in planning, monitoring, and reflecting on their learning process. By fostering deeper engagement with the learning materials, FLINK-SRL seeks to enhance the overall effectiveness of the intervention.
ReKi
Resilience represents a theoretically important factor in talent development. We investigate this relation by using a diary study in which (particularly gifted) primary school children report how they experience stress and how they cope with it.
NEPCO
Children have difficulty understanding negation until around the age of five or six, and even adults process negative sentences less efficiently than affirmative ones. This project investigates whether these difficulties are related to the development of children’s cognitive abilities. To address this question, German-speaking children aged four to ten years and adult control participants will be tested using comprehension tasks, sentence-completion tasks, and eye-tracking experiments.
VULKAN
The project examines the reading behaviour of 14- and 15-year-olds who read a side-by-side display of a reading edition of Kleist’s work and a plain-language version created specifically for this project. The study aims to determine how the students read the text, for example, whether they use the option to switch between the reading edition and the simplified version, thereby reading the texts in comparison.
Ko-divers
The Ko-divers project aims to develop through an evaluation-based process, a practical, effective and diversity-sensitive teaching concept for cooperative learning using the design-based research approach within research-practice partnerships.
BRISE-Interaction Quality
The sub-project “BRISE Interaction Quality” examines how support from the family and preschools affects children’s development.
SprachFit
The acquisition of language skills is essential for overall child development. The “SprachFit” initiative aims to identify language deficits in children at an early stage and provide targeted support. The accompanying scientific evaluation study examines the implementation of the initiative and its impact on child development.
Startchancen SRL
As part of the scientific research accompanying the Startchancen programme, we are investigating how self-regulated learning can be promoted – especially among children from socially disadvantaged backgrounds.
MultiDynAssess-India
The project designs, implements, and evaluates multilingual dynamic assessment (DA) in Indian primary government schools where English is taught in a context characterised by high sociolinguistic diversity and widespread code-mixing practices. It investigates how multilingual versus English-only DA affects Grade 4 students’ language and content learning over time, drawing on classroom observations and a longitudinal comparison with traditional static assessment in schools in New Delhi and Guwahati. By aligning assessment with learners’ full linguistic repertoires, the project aims to promote equity in education and offers implications for multilingual assessment practices in India and other linguistically diverse contexts in the Global South.
MultiDiskurs
The project aims to account for patterns of variation in the processing of linguistic structures in discourse. In particular, we investigate how bilingual children ranging in age from 8 to 12 integrate morphosyntactic and discourse information, for example by using eye-tracking experiments. Among the factors that contribute to individual variation, we explore the role of cross-linguistic influence, differences in bilingual profiles in terms of language and literacy exposure, individual cognitive skills and bilinguals’ ability to share discourse strategies across their two languages.