Projects

The project provides scientific monitoring for the Hector-Academies’ gifted children support program in order to give feedback about the effectiveness.

The project IGEL aims at evaluating three different teaching approaches (scaffolding instructional discourse, formative assessment, and peer-assisted learning) in primary school science education.

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.

This project investigates the extent to which tests and test items are capable of capturing effects of instruction.

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.

The project focuses on the enhancement of visual word processing in children with reading problems (5th and 6th graders).

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.

MeBis is a project examining the handling of and attitudes towards multilingualism in children, parents and teachers in primary education settings, particularly concerning the use of several languages, for learning at home and reading out to children, but also during lessons with a particular focus on grammar and language comparisons.

The meRLe project explores ways to promote German reading skills using multilingual-sensitive reciprocal teaching in primary education.

The project NUMBERS investigates two trainings for classroom-based promotion of early quantity-number competencies and self-regulation in classes with a high percentage of immigrant students.