Projects
Individual Development
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KonText
The KonText project investigates how grammatical features of texts and individual characteristics of readers (e.g. multilingualism) influence text comprehension. The focus is on the comprehension of linguistic means of indicating basic sequential relationships, so-called causal connectors (e.g. because, since, therefore). The project aims to find out (i) whether explicit labelling of causal relations facilitates text comprehension, (ii) for which causal connectors this is true, and (iii) which students benefit from this.
DAZHOCHZWEI
The project DAZHOCHZWEI is a cooperation between the Professorship for German as a Second Language (Goethe University, Prof. Dr. Petra Schulz), the Ministry of Education, Hesse, and the Teacher Academy, Hesse. DAZHOCHZWEI aims at implementing a linguistically based language training for children into the (continuing) education program for primary school teachers in Hesse. The project […]
SPEAK-Phonology
The research project SPEAK-Phonology is a part of the joint project SPEAK (https://www.validierungsfoerderung.de/validierungsprojekte/speak). This part of the project focuses on developing standard values for a nonword repetiton test that was specifically constructed with multilingual children in mind. Standard values will be calculated for multilingual children between the ages of 4 and 8 and will take their individual biographies of acquisition into account.
DaZ ab 6
Die Rolle des expliziten Sprachwissens für den Deutscherwerb bei SeiteneinsteigerInnen an Schulen und bei geflüchteten jungen Erwachsenen
WoBi
The project WoBi investigates how children with German as their second language (Age of Onset: 2–4 years and 6–7 years) acquire the typical stress patterns of German.
iLearn
This project evaluates the potential of computerized formative assessment to support reading acquisition of children with reading difficulties. Formative assessment enables teachers to adapt their teaching methods to the individual learning progress of their students.
MoBiLe
The project investigates the role of language and executive functions in cognitive and academic development of elementary school children. The focus is on the comparison of monolingual and bilingual children (especially children from immigrant families), who often differ in terms of their language abilities as well as their academic achievement.
Sprachförderprofis
The project Sprachförderprofis offers a joint training program for kindergarten and elementary school teachers. The teachers learn to plan language support settings in small groups based on current insights from linguistics and language acquisition.
TRIO
The TRIO project examines the effects of a joint professionalization of kindergarten teachers and elementary school teachers in the field of language education.
SprachHabitus
The project SprachHabitus investigates how educators respond to language support programs and integrate them in their daily work especially in daycare centers with a large number of children with a migration background.