iLearn – Individual Formative Assessment for Adaptive Support of Children with Reading Difficulties

This project evaluated the potential of computerised formative assessment to support reading acquisition of children with reading difficulties. Formative assessment enables teachers to adapt their teaching methods to the individual learning progress of their students.

Project Description

iLearn evaluated the impact of formative assessment on reading development in children with reading difficulties. Formative assessment is a tool that enables teachers to track the learning progress of their students on a regular basis. It has repeatedly been shown to increase individual support and reading progress in regular classrooms. The focus group of iLearn were children with reading difficulties. In addition, cognitive abilities were assessed and the research team evaluated whether formative assessment leads to a more precise measurement of reading abilities in children with mulitilingual backgrounds.



  • Mercator Institute for Literacy and Language Education, University of Cologne
  • Prof. Dr. Elmar Souvignier, University of Münster, Institute for Psychology in Education


Tetzlaff, L., Schmiedek, F., & Brod, G. (2021). Developing personalized education: A dynamic framework. Educational Psychology Review, 33(3), 863-882. doi:10.1007/s10648-020-09570-w

Project Management

Project Team

Project Details

Completed Projects
Department: Education and Human Development
09/2017 – 08/2021
External funding
Contact: Prof. Dr. Garvin Brod, Head of Unit