Projects
Individual Development
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LEGA
The LEGA project analyses the use of reading strategies by primary school children. It compares the use of reading strategies between class levels and relates this to existing vocabulary and contextual information. The aim is to find out more about the conditions under which efficient (retrieval) strategies, which are important for fluent reading, are used and how this use can be supported.
FrameWord
The aim of the project FrameWord is to investigate whether mechanisms that were described for visual object recognition – namely, neuronal top-down processing – also apply for visual word recognition.
meRLe
The meRLe project explores ways to promote German reading skills using multilingual-sensitive reciprocal teaching in primary education.
LONDI (former OnDiFoe)
The project LONDI aims at developing a web-based platform to support the identification and treatment of children with major difficulties in learning to read, spell, and/or calculate. The platform will provide evidence-based information, materials and tools for learning disabilities screening as well as for the individual diagnosis and remediation.
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.
META-EF TRAIN
The project investigates the effects of metacognitive executive function training in children from low socioeconomic backgrounds with an emphasis on transfer to academic abilities. Children are recruited in Germany and the UK to ensure greater generalizability. We focus on two age groups (4-6 vs. 8-10 years) to examine whether there is a developmentally sensitive period for cognitive training interventions.
LeA-Training
The focus of project LeA-Training is to investigate a reading fluency training program. The project aims at identifying the underlying mechanisms resulting in reading improvement to effectively implement the training for children with reading difficulties.
LexPro Training
The project focuses on the enhancement of visual word processing in children with reading problems (5th and 6th graders).
ReLari
The ReLari project investigates the relationship between children’s and adolescents’ relative age and their learning performance in the school context.