Projects
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.
KONTEXT Grundschule
The “KONTEXT Grundschule” project is creating an information website for primary school teachers. Teachers and researchers are working together to produce information texts on current and practically relevant topics related to the promotion of low-achieving pupils.
KoPaS
The project focuses on the individual support of primary school children from different learning backgrounds and languages of origin by the professionals involved in all-day schooling, as well as on gaining insights into the effects of lesson design on the individual development of pupils.
Kosmos
Kosmos focused on the cognitive and socio-emotional development of children with dyslexia and/or dyscalculia.
LeA
The project LeA examined the manipulation of reading and calculating performance based on the acceleration phenomenon.
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.
LEECHI
The aim of the project is to better understand how information is distributed in the children’s naturalistic environment and sampled by young children from their first-person perspective with modern technologies including wearable devices and deep learning models.
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.
LeITEr
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.
LEMO
The project LEMO focused on achievement motivation of children in primary school.