Training of inclusive and strategy-oriented reading and spelling based on morphological awareness
RESO is an innovative, cross-state cooperation project of the German Department of Leibniz University Hannover (Project Management: Prof. Dr. Tabea Becker) and the Institute for Educational Research at Bergische Universität Wuppertal (Project Management: Dr. Corinna Peschel, Project Coordination: Bernhard Piel), as well as schools in Lower Saxony and North Rhine-Westphalia, in which a linguistically-based concept for spelling diagnosis and training of spelling competencies is being developed. The focus of the project is the development of diagnostic and training tools that are directly coordinated with each other, allowing teachers, after the conducted diagnostics, immediate access to teaching materials that are adapted to the diagnostic results. The material development takes place in close cooperation between the university and the schools.
The basis for this is the insight that by making orthographic principles, on which our spelling system is built, conscious, students acquire explicit knowledge about the systematics of spelling. Through the conscious use of strategies, an improvement in spelling performance can occur. Fundamental to the overall concept is therefore the development of a practice-oriented, linguistically sound category system that provides a structured approach to orthography. On the basis of this system, systematic and strategy-oriented spelling support is made possible. The category system, based on ten spelling strategies (e.g., capitalization, consonant doubling), offers coordinated material for diagnostics and support. In contrast to other diagnostic and support methods, RESO thus provides a systematic approach to orthography.
The diagnostic material, consisting of four different test variants, enables a direct derivation of support implications. For each category, explanatory materials as well as various practice variants are available to facilitate targeted spelling training. Additionally, the heterogeneity of the student body is taken into account through a hierarchically increasing complexity of the tasks.
The project takes place within the framework of the initiative "BISS - Education through Language and Writing", a joint initiative of the Federal Ministry of Education and Research (BMBF), the Federal Ministry for Family Affairs, Senior Citizens, Women and Youth (BMFSFJ).
Innovation Plus: Spelling in Interdisciplinary Teaching
(Funded by the Lower Saxony Ministry of Science and Culture 2022/2023)
Project Management: Prof. Claudia Müller-Brauers (IFS, LUH), Prof. Dr. Tabea Becker (German Department, LUH), Prof. Dr. Claudia Schomaker (IFS, LUH)
In order to make the potential of digital teaching usable for future courses and also to counteract the development of corona-related educational deficits among students, we want to develop diagnostic learning packages usable both digitally and analogously for university teaching in the project 'Spelling in Interdisciplinary Teaching', funded by the Lower Saxony Ministry of Science and Culture under the funding line Innovative Teaching and Learning Concepts: Innovation plus (4th round, 2022/2023). With the help of these learning packages, the diagnostic skills of student teachers from different subjects (German, special education, general studies) can be specifically promoted in the area of orthography/writing texts. The learning packages are to be tested and evaluated within the framework of various teaching formats (seminars, lectures). They are also intended to serve as a starting point for advanced courses in which the students develop instructional materials for interdisciplinary teaching.
Further Research Projects
- E-Learning for teacher education - E=LB2 (Prof. Dr. Tabea Becker, Prof. Dr. Claudia Müller-Brauers [Institute for Special Education]; Coordination: Benjamin Haag)
Explainer video on “Peer Feedback with Ilias” - Quality Initiative Teacher Education: Virtual Observation (Measure 4), LEIBNIZ PRINCIPLE: VIRTUAL OBSERVATION (Prof. Dr. Tabea Becker, Benjamin Haag)
- Quality Initiative Teacher Education: Modern Learning Formats – digital, reflective, didactically structured (Action Field 2), LEIBNIZ PRINCIPLE: MODERN LEARNING FORMATS (Prof. Dr. Tabea Becker, Benjamin Haag)
- Doctoral project LINGUISTIC NORM AWARENESS OF STUDENTS (Prof. Dr. Tabea Becker, Tina Otten, Daniel Steckbauer)
- TRICKI Animated Film Dubbing with Children, Cooperation project with the Institute for Special Education (Prof. Dr. Tabea Becker, Ulrich Stitzinger [Institute of Special Education])