The goal of the collaborative project DaF-L is to provide a test-based, adaptive, digital, competence-oriented reading screening and corresponding support units on the online platform Levumi as Open Educational Resources (OER).
The collaborative project is coordinated by the University of Flensburg, Professorship for Inclusion and Educational Development Support, Prof. Dr. Kirsten Diehl. The University of Leipzig is working on subproject 1 - Expert Survey.
About the research project
The collaborative project DaF-L contributes to digital support-related diagnostics and data-based support planning in the area of reading in inclusive primary schools. The aim is to provide a test-economic, adaptive, digital, competence-oriented reading screening and matching support units on the online platform Levumi as OER. In the study on ecological validity, demands on a practicable digital reading screening in inclusive settings are analysed with expert teachers (N = 15). The results will be used in the study on technical implementation to develop an adaptive screening and automatic suggestions for support material. In the study on psychometric quality (N = 400 students), the digital reading screening will be developed, tested and subsequently adapted. In the study on the effectiveness of the support material, an intervention adapted to the reading screening will be carried out with a control group design. With the psychometrically tested adaptive reading screening and the adapted reading texts for support, a whole-in-one package is created for teachers in inclusive schools. In this way, a low-threshold, data-based and effective reading promotion in heterogeneous learning groups can be made possible. Conditions for success of an everyday integrated, support-related diagnostics will be identified and the prerequisites for inclusive education in primary school will be improved.
The collaborative project DaF-L pursues three central goals: (1) the further development of the online platform Levumi in consultation with school practitioners, (2) the new development of an adaptive digital reading screening (ADLC) and (3) the development of reading texts to promote meaning-constructing reading as a coordinated intervention for the third grade level. The reading screening will be constructed, tested and psychometrically verified across five sub-dimensions. Based on this, reading texts at three levels are developed for instructional support units and tested for effectiveness in a control group design. With this well-being-in-one package, teachers in heterogeneous classes can record reading difficulties in a user-friendly and time-efficient way and adapt support to the identified reading difficulties. The joint project DaF-L thus contributes to the further development of support-relevant diagnostic procedures and instruments - including digital applications - as well as to the improvement of educational equity - recognising and developing individual potential - as application-oriented basic research. The guiding hypothesis is that inclusive support diagnostics and planning by means of digital adaptive diagnostic procedures and intervention positively influences the reading development of at-risk children. The use of digital tools helps to reduce the effort.
01.09.2021 – 31.08.2024
Collaborative projects DaF-L
Subproject management: Leipzig University, Prof. Dr. Katrin Liebers
The aim is 1) to ensure a direct practice-research transfer in bottom-up and top-down strategy. On one hand, the ecological validity and the user-friendliness of the newly developed adaptive and digital reading screening as well as the integration of the support material into the Levumi platform are to be ensured. On the other hand, the professional development of the practice partners in the schools is ensured with regard to this special form of adaptive procedures. 2) Development of dissemination strategies, including suitable digital formats, to support the nationwide transfer of reading screening into inclusive school support and teaching practice.
Subproject management: Flensburg University, Prof. Dr. Kirsten Diehl
The aim is to develop differentiated reading texts for support in inclusive classes. The differentiation of the texts takes place in three stages and relates directly to the five sub-dimensions of the reading screening. The reading texts are tested in standardised support units in an intervention study with a control group design (12 weeks) using learning progress diagnostics, the reading screening and a standardised reading test for their effectiveness at class, group and individual level. The construction of the differentiated reading texts follows the same reading didactic considerations (Rosebrock & Nix, 2012) and the situation model according to Lenhard (2013) as the reading screening. The intervention via a focus method takes place in group, partner and free work in order to be integrated as easily as possible into lessons with heterogeneous learning groups. Parallel texts are developed for support at the respective competence levels. This also gives the pupils the opportunity to choose different texts.
Subproject management: Kiel University, Prof. Dr. Andreas Mühling
The aim is to implement the recommendations from work package A, develop the adaptive drawing mechanism, implement the developed reading screening as an adaptive test in Levumi and provide digital formats for the texts (from AP_C) in a suitable, possibly interactive format. In addition, the automated support recommendations will be further developed on the basis of the test results.