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.
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.
LEMO
The project LEMO focused on achievement motivation of children in primary school.
LexPro
The project focused on procedures of reading of struggling readers in the 5th and 6th grades. Two main questions were examined: 1. What are the underlying processes of reading in dyslexic children beyond the early years of reading acquisition. 2. How can these processes be enhanced or changed.
LexPro Training
The project focuses on the enhancement of visual word processing in children with reading problems (5th and 6th graders).