The role of increased error sensitivity for minimizing a reading and spelling disorder (dyslexia)
The aim of the first two project phases up to the end of 2016 was the investigation of the influence of reduced misspellings on the spelling and reading performance of words in dysexia children in the basic school age as well as the increase of their error sensitivity. The overall project consisted of two subprojects (A & B).
The main focus of subproject A was the investigation of the training-dependent development of neural bases of error sensitivity in the processing of spelling errors with the aid of event-discordant brain potentials. This project was conducted by Prof. Dr. Thomas F. Münte at the University Hospital Schleswig-Holstein, Department of Neurology in Lübeck.
The aim of subproject B was to develop a tablet-based spelling program. This project was conducted by Prof. Dr. Alfred O. Effenberg at the Leibniz University of Hannover, Institute for Sports Science in Hanover.
The basis for the training was the timely feedback on the correctness of written words to counteract the establishment and consolidation of erroneous memory representations. The tablet-based exercise method has been tested for applicability and effectiveness. For this purpose, 21 children from the second to the beginning of the fifth grade have practiced with their own tablet for four weeks, four times a week, for 20 minutes each day at home with reading and spelling. It was practiced in two different modes by means of a verbal dictation with mostly visual support.
At the end of the second project phase exists the basic program of a tablet-based spelling training for the timely error feedback with the possibility of handwritten input. It offers a simple, child-friendly structure with high efficiency at very low cost. This will open up a wide range of opportunities in the school, especially in heterogeneous – inclusive learning groups as well as in dyslexia therapy.
The program is currently being optimized and further developed in an extended project phase. In order to expand the exercises, an embedding of the dictated words into sentence contexts is to be supplemented. In addition, an improvement in the system stability and an improvement in the recognition of the text is carried out, supplemented by an implementation of the first analysis functions for the evaluation of the recorded exercise data.
The overall project is funded by the Federal Ministry of Education and Research and is assigned to the Research Initiative “Development Disabilities of School Skills” within the context of the BMBF Framework Program for the Promotion of Empirical Educational Research.
For further information, please contact Mrs. Dr. Nicole Mühlpforte.
|Dr. Nicole Mühlpforte|
Project Management – Sub-project B
Prof. Dr. Alfred Effenberg (Hanover)
Scientific Coworkers – Sub-project B
Dr. Nicole Mühlpforte (Hanover)
Prof. Dr. Bodo Rosenhahn (Hanover)
Bundesministerium für Bildung und Forschung (FKZ: 01GJ1303B)
Dyslexia, Multi-Sensory Integration, Embodied Education