April 2024 bis September 2026

Fragestellung

1. To what extent do decoding/word reading and oral comprehension explain the variance in reading comprehension among adults who read German orthography, and does this pattern of relationships differ among adults with low literacy skills and typical readers?

2. What is the level of performance of adults with low literacy skills who read German in tasks examining oral language skills?

3. Is there a gap in reading comprehension and oral language comprehension among adults with low literacy skills, and does a combined text presentation (auditory and visual) offer an advantage in comprehension over a visual presentation?

4. Are there differences in the subjective experience of adults with low literacy skills in processing texts presented under different conditions (auditory, visual, or combined auditory and visual)?

Projektziel

The study aims to contribute to the understanding of the oral and written language skills of adults with low literacy skills who have difficulty reading a transparent orthography, and more specifically, to the understanding of the components of reading comprehension in these adults. In addition, the study should allow the evaluation of the potential effectiveness and acceptance of the Text-to-Speech tool among adults with low literacy skills, as well as a theoretical explanation of its effect. 

Kontakt

• Gerkens, Laura (Projektkoordination)
  • Deutsches Institut für Erwachsenenbildung (DIE)

Beteiligte Personen

• Bar-Kochva, Irit, Prof. Dr. (wiss. Leitung)
  • Deutsches Institut für Erwachsenenbildung (DIE)
• Gerkens, Laura (Projektkoordination)
  • Deutsches Institut für Erwachsenenbildung (DIE)

Beteiligte Institutionen

• Deutsches Institut für Erwachsenenbildung (DIE)
  https://www.die-bonn.de

Forschungssystematik

Förderung

• Deutsche Forschungsgemeinschaft (DFG)