ELIS - evidenzbasierte Leseförderung in Schulen
Start date: Sep 1, 2016,
End date: Aug 31, 2019
Society, the EU and other communities place multiple developmental tasks on the educational system. For the present project, the following developmental tasks will be focused upon: advancement and consolidation of reading literacy, advancement of participation in society through reading literacy and advancement of readiness for life-long learning.Through these developmental tasks, it will be possible to advance children individually according to their strengths and weaknesses and make room for inclusion. Reading performs a key function in regard to this because existing potential can be fully utilized and new potential can be generated. Only through adequate reading literacy can the level of participation in society required by the OECD be reached and thus make a self-determined life for every individual possible. The European Commission refers to reading as a basic skill in the document "Key Competences for Life-Long Learning: A European Reference Framework". In three of the eight total key competences, the skill of being able to read is an essential factor (native language competence, foreign language competence and learning competence).The advancement of reading literacy, as well as the reading support and quality development in reading instruction connected with it, have been recognized not only on a national level, but also on a European level. The President of the Hungarian Reading Association, Nagy, gets to the heart of the issue: "We need to plan and create a turning point in the cultural institutions, and in the economy and business" (Elinet, 2015). The quote shows that the quality of reading instruction, or rather, reading advancement, lies not only in the area of responsibility of educational institutions, but also must go further so that all children achieve reading literacy.For this reason, the present project is attempting to build bridges between practical experience, teaching methodology and research in which an empirically unverified reading initiative of an evidence-based approach will be supplied and brought back into praxis by pedagogues. Through this cooperative teacher training, teaching staff can deepen their knowledge and professional competence, as well as pass on their knowledge as disseminators of pedagogical information. Furthermore, they contribute to the professionalization of the teaching profession because their knowledge is not limited to professional routines, but rather they juxtapose developmental tasks and plan, implement and evaluate corresponding new programs. The first successful cornerstone for the achievement of the goal "Competence enhancement and expansion of competences of teaching staff was laid in the KA1 project. On the basis of the positive results, the KA2 project has been organized so that teaching staff become researchers themselves who systematically plan, implement and evaluate their measures to promote reading based on their own observations and diagnostic findings in order to further develop their teaching abilities. The action research is an easy and manageable tool in daily teaching and advancement. Upon closer examination of past as well as current projects or research projects regarding the topic of reading, it can be seen that there are a variety of initiatives focusing on successful literacy. Nonetheless, their effect cannot be clearly proven in pre- and post-assessment results. From a scientific perspective, it is notable that there are valuable measures, however, their efficacy has not been verified. Consequently, the present project emphasizes an evidence-based verification of the effectiveness of the existing literacy advancement programs in praxis. As a result, the present project ties into the European Commission's "General and Vocational Education 2020" (ET 2020), which, in its strategic framework for European cooperation in the fields of general and vocational education, suggests examining and distributing existing successful practices and research results regarding students' reading performance. Transnational cooperation facilitates collaborative work on educational justice and, furthermore, opens a door for heterogeneity and inclusion in European schools. The literacy campaign's effectiveness is being measured at schools using standardized testing methods. So-called pre- and post-tests make possible the identification of longitudinal shifts in literacy as well as county-specific comparisons. Each measurements' results are collected, analyzed and discussed in transnational committe Due to the concentrated expertise from various European institutions the effectiveness of literacy improvement measures can be reflected at a meta-level and another step is taken towards sustainable literacy advancement in primary schools. Transnational cooperation allows for joint work on educational justice and heterogeneity and inclusion in European schools. The long term vision is to decrease the rate of early school dropouts.
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