Project LeITEr
Reading intervention to train emotion and motivation regulation
Within the LeITEr project, a school-based intervention for fourth and fifth graders is being developed and evaluated that combines the teaching of reading strategies with strategies for regulating emotions and motivation.
Reading ability is a basic prerequisite for many learning processes and social participation. Nevertheless, school performance studies such as IGLU show that pupils’ reading performance is declining and the gaps between strong and weak readers are widening. Although emotions in reading are less well researched than for example in math, it has been shown that emotions such as boredom, joy and fear are linked to reading comprehension and learning success. Successful emotion regulation has a positive influence on academic success and well-being, and an appropriate level of motivation is essential for engagement, effort and perseverance.
Past studies have shown that the regulation of emotions and motivation can be trained. In addition to subject-related learning strategies, children also benefit from the instruction of cognitive and metacognitive self-regulation strategies. With LeITEr, we want to find out how combined support helps children with reading.
Aims of the project
- Development of a combined reading and self-regulation intervention for 4th and 5th graders
- Empirical evaluation of effectiveness in a pre-post follow-up design
- Investigation of the role of individual and contextual influencing factors on the effectiveness of the intervention
