Projects
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.
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).
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.
LONDI 2
LONDI is an online platform for the diagnosis and support of children with learning disabilities. The collaborative project LONDI 2 is investigating how the online platform can be used and evaluating this process. The aim is to disseminate the platform widely and enable its effective and sustainable use, particularly in primary schools, but also in therapy and by parents.
MaKreKi
The interdisciplinary project MaKreKi uses a longitudinal design to examine the development of mathematical creativity in early childhood.
MaLeLiOS
The MaLeLiOS project aims to investigate how narratively designed mathematical learning situations encourage children to engage in mathematical conversations and thus enable them to listen and observe on the one hand and to talk about mathematics and mathematical activities on the other.
MatheMat
The MatheMat project examines learners’ actions on comparable digital and analogue materials in order to reconstruct the mathematical interpretations underlying these actions. The question is what mathematical interpretations learners make of comparable digital and analogue mathematical situations and whether differences can be observed that are caused by the material. Based on the results of the project’s analyses, recommendations will be made for the use of digital and analogue materials in mathematical learning situations.