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Äuglein – Eye-Tracking in Schools Accompanying Literacy Acquisition Aiming at Progress-Monitoring, Diagnosis and Intervention

Reading aloud allows the direct monitoring of the reading process (e.g. reading fluency, accuracy, repetitions, omissions) and makes immediate interventions possible if difficulties are detected. For silent reading this is only possible through the use of eye-tracking. The project “Äuglein” [German for little eye] seeks to establish eye-tracking in school as a method that provides detailed insights into individual reading behavior for teachers, parents and children.

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DYNAMO – Dynamics of Need Associated Motivation

The DYNAMO project investigates the association between fulfillment of basic psychological needs and motivation in children and adolescents. To that end, a measurement instrument shall be developed which allows for assessing these two constructs in these age groups.

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ögütPRO – Professional Support for Parents with a Turkish Migration Background Regarding their Children’s Transition to Secondary School

The aim of the project ögütPRO (Turkish ögüt = advice) is to train primary teachers to support Turkish-origin parents when their children face the transition from primary to secondary school. This preliminary study assesses parents’ knowledge of the German educational system. Furthermore, primary teachers’ knowledge about Turkish-origin parents’ educational situation will be investigated.

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VokSi – App-based vocabulary learning: combination effects of prior knowledge activating and gesture-based learning strategies

It is easier to learn vocabulary if the learners themselves become active. This could be by generating a prediction about the possible translation of the foreign language term or by simultaneously executing a suitable gesture. The objective of this project is to examine these learning activities and to take a closer look at the effects of their interaction.

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WiNK – Knowledge in the Neighborhood of Kids

WiNK wants to know: How is semantic knowledge organized in children? Is knowledge about thematic relations more relevant than taxonomic relations in children? Is knowledge about thematic relations connected to reading and verbal creativity?

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