Project LeA
The Project LeA
The Project LeA (Learning Acceleration) is concerned with the phenomenon of reading acceleration initially discovered by the Israeli scientist Zvia Breznitz (1987). She was able to show that the acceleration of the individual reading rate leads to fewer reading errors and improved behavioral performance. It is the aim of Project LeA to transfer the acceleration phenomenon to the German language. Furthermore, additional studies are supposed to show to what extent the phenomenon can also be found in other cognitive areas (mathematics). Apart from the survey of behavioral data, it is planned to collect neurocognitive correlates via EEG studies at a later point; these data are meant to allow a comprehensive analysis of the phenomenon.
The background of Project LeA
The established literature concerning the study of reading difficulties assumes that phonological impairments and deficiencies in naming and processing speed play an important role for problems in the reading process. Breznitz was able to show in her research that the artificial acceleration of the reading process (acceleration phenomenon) can improve reading comprehension and the ability to decode in readers with different reading skills (normal and disabled readers). In order to achieve an artificial acceleration, the individual reading rate will be determined ("self-paced" condition) and then accelerated through individually adjusted faster presentation of the language material ("fast-paced" condition). Performance improvements via accelerated reading rate were especially distinct in individuals with reading disabilities. The acceleration phenomenon has also been demonstrated in neuroscientific research studies: Differences in the neuronal activity patterns of normal and dyslexic readers were found, with regard to both time and space. These differences were effectively reduced using the acceleration intervention.
The research questions of Project LeA
With regard to the introduced theoretical basis of the acceleration phenomenon, Project LeA is concerned with the following research questions:
- Can the acceleration phenomenon be found across languages, and, hence, can it be applied to the German language?
- Is it possible to apply the acceleration phenomenon to other cognitive areas (mathematics)?
- Which mechanisms discussed in the literature lie behind the acceleration phenomenon?
- Is the impact of the acceleration phenomenon also observable at neuronal level?
The research design of Project LeA
Acceleration is operationalized in the LeA Project according to Breznitz's research design. Under "fast-paced" conditions, sentences are presented at a higher pace. Questions following these tasks test the behavioral performance of the children and allow conclusions about performance improvements between conditions. Future acceleration tasks will be adapted to the area of arithmetics. After a thoroughly accomplished pilot phase, the linguistic and mathematical material is implemented and tested for its efficacy in a cross sectional research study testing third-graders.
Scientific coordinator
Prof. Dr. Marcus Hasselhorn
Dr. Sven Lindberg
Telse Nagler
