The project BiLTex examines potential differences between bilingual and monolingual learning environments for promoting text comprehension. While in monolingual learning environments all information and actions are presented or occur in German, bilingual learning environments implement heritage languages systematically. BiLTex investigates whether the inclusion of the heritage language has a positive effect on text comprehension and the learning experience in general for bilingual children.
How can children receive optimal support in their development? What risks exist concerning their learning achievement, for example regarding children with learning disorders, ADHD or immigrant children? How do carers and teachers cope with the growing heterogeneity in children’s day-care institutions and schools? What learning measures are promising with respect to providing support to children that is adapted to their individual needs?
IDeA (Individual Development and Adaptive Education of Children at Risk) is an interdisciplinary research center in Frankfurt/Main, founded in 2008 subject to funding from the LOEWE initiative by the federal state of Hesse. Its founding institutions are the DIPF | Leibniz Institute for Research and Information in Education, the Goethe University Frankfurt and the Frankfurt Sigmund-Freud-Institute. Members of the center contribute their expertise from the fields of psychology, educational science, psycholinguistics, neuroscience, diverse subject didactics, sociology and psychoanalysis.
IDeA focuses on empirical studies of children at infancy, pre-school and primary school age who for different reasons – e.g. (neuro)cognitive or socio-emotional – bear a higher risk of impairment with respect to cognitive abilities required at school.
Research activities are carried out in three themes: Individual Development focuses on developmental and learning processes of children. Adaptive Education is concerned with the identification of children's specific living and learning conditions and determine the extent to which educational programmes take these contexts into consideration. Projects in the research theme of Professionalization explore the competencies, orientations, and attitudes of educators and teachers in daycare facilities, kindergartens, and elementary schools.
The IDeA lab offers its researchers facilities and personnel to support a wide variety of behavioral and neurocognitive studies.
The IDeA Center is co-ordinated and administrated at the DIPF | Leibniz Institute for Research and Information in Education.
Scientific coordinator: Prof. Dr. Florian Schmiedek
Head of IDeA coordination:
Selected IDeA projects at DIPF
In the project DiaS-K, preschool teachers and doctors who carry out school entry examinations are to be interviewed in order to find out what instruments for diagnosing self-regulation in preschool age must look like so that they are usable for practitioners.
The project EAGLeS examines 5th and 6th graders’ acquisition of English as a foreign language literacy (reading, spelling, grammar) competencies. We are looking for systematic differences between students with poor native German literacy competencies and their non-afflicted peers.
The project aims at a better understanding of cognitive, affective and behavioral teaching-learning processes using neurophysiological measures and their relation to various teaching methods and quality characteristics.
In the project EMMA, we investigate which emotions children report after goal failure, how children adapt their goals after failure, and examine the of role emotions and the evaluation of failure for goal revision.
We analyze the effectiveness of self-regulation training by means of meta-analysis and systematic review. The focus of the meta-analyses is on different training characteristics (e.g., use of learning diaries) and on diverse target groups (e.g., learners with ADHD).
The project FePrax examines the implementation of diagnostic practice in the field of special needs education focusing on the enhancement foci of "learning", "language", "emotional and social development", "mental development", and "autism spectrum disorder" in five federal states of Germany.
The Project FLINK aims at investigating a computerized reading fluency training for children with average and below average reading proficiency in Grades 3 and 4. Up to 54 training sessions are offered within a school year. FLINK will be accompanied by regularly administered learning diagnostics, can be presented in group settings and handled mostly autonomously by the participants.
Gamification is the application of game-design elements and game principles in non-game contexts. The project Gamified Assessment investigates the role of gamification elements in testing situations.
The project GeoChild aims at investigating how basic geometrical skills develop and how they may be trained successfully in kindergarten. The project examines which prerequisites corroborate the acquisition of basic geometrical competences such as identifying and categorizing geometrical forms as well as navigating through physical space, as well as evaluating how these competences may be trained effectively in early childhood education.
Hector Children’s Academies are extracurricular institutions that offer support to particularly gifted children under the age of ten; they endorse a holistic approach. The aim of the evaluation project is to determine whether the individual acadamies achieve the desired effects in the development of the children.
Hector Children’s Academies, a concept to support highly gifted elementary school children, have been developed in the federal state of Baden Württemberg. This concept will also be implemented in Hesse from 2022 onwards. For this reason, regional coordinators will be appointed in each school district, whose professional qualification will be developed and evaluated in the project.
The project INCLASS develops an application-oriented set of tools for the inclusion of autistic children: a blended learning platform for teachers, a (self-)assessment tool of competencies in teaching children on the spectrum, and a smartphone app for identifying individual barriers.
In the InSel project, we investigate how well teachers can recognise internalising symptoms in their students. In addition, we develope and test a psychoeducational intervention for teachers regarding internalising behaviour problems in school children.
The focus of the project LeA-Training is to investigate a reading fluency training programme. The project aims at identifying the underlying mechanisms resulting in reading improvement to effectively implement the training for children with reading difficulties.
The LEGA study investigates the use of reading strategies applied by elementary school children. Strategy usage is compared across grades and related to available vocabulary and contextual information. The aim of the study is to understand more about the conditions under which efficient (retrieval-) strategies, which are essential for fluent reading, are used and how this usage can be supported.
LONDI is an online platform for the diagnosis and remediation of developmental disorders of scholastic skills and related difficulties. The joint project LONDI 2 aims to make this online platform usable and to evaluate it. The aim is a wide dissemination of the platform and an effective and sustainable use especially at primary schools but also in therapy and by parents.
The research project MORAL investigates the socio-moral development of children and adolescents with a strong focus on intergroup processes and social cognition. Another focus of the project is the training of educators and teachers regarding social exclusion among children and adolescents.
The Project MotivO aims at investigating and comparing motivational aspects of reading achievement across orthographies (German vs. Hebrew). Within the context of a cooperation project, German and Israeli 2nd and 4th Graders will be compared regarding their reading motivation and reading achievement in a cross-language research design to detect positive or negative feelings towards reading as well as changes across time.
The project aims to investigate the effectiveness of teaching units for primary school science classrooms which integrate the use of digital media. In this scope, we examine (1) whether the digital media can be used effectively to support science learning as well as to activate self-regulation of learning, and (2) whether the additional implementation of adaptive elements can particularly support at risk students.
The project PERLE investigates whether computer-based promotion of mathematical competencies leads to an improvement in recognition skills and to increased and elaborated action planning among early childhood educators.
This project evaluates the potential of asking students to generate predictions to improve their learning. Further, it investigates the mechanisms that determine its success and asks whether there are age-related differences in its effectiveness.
The PROMPT project focuses on developing an evidence-based, child-friendly prototype of a learning planner app that supports school children in self-regulated learning with digital media. The final version of the prototype will be made openly accessible for widespread use.
The PuS-SeL project investigates components, influence factors and approaches to promote self-regulation of learning among primary school children.
The project RABE 2 examines the persistence and the psychosocial consequences of scholastic learning disabilities from primary school age up to young adulthood. The study focusses risk factors and consequences of learning disorders but will also look at participant’s coping strategies.
The project SchuWaMi examines how schools in Germany have reacted to the increased reception of refugee children and youths, which institutional changes have taken place and are still taking place in this context. It also looks at whether and how schools succeed in promoting the social participation of children and youths with a refugee background.
The project investigates the significance of stereotypes for the quality of special needs assessment and diagnostics in an inclusive school context and develops support programmes that reduce this influence.
The project Stereo-no-GO examines inequalities based on gender and origin in the STEM fields and in programs for gifted children.
The project UPWIND investigates relations among affective, motivational, and cognitive processes in students. The aim is to develop easy to implement interventions tailored to individual children by targeting differences in these processes between children.
The WieSeL project deals with the self-regulatory competence of teachers. The focus is on identifying which aspects of teacher competence support teachers’ promotion of self-regulation of learning among their students.