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    <subject subjectScheme="ERIC, FIS" xml:lang="en">Specific Reading Disorder</subject>
    <subject subjectScheme="ERIC, FIS" xml:lang="en">Metalinguistics</subject>
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    <description xml:lang="de" descriptionType="Abstract">Im Rahmen des Projekts wurde das Verfahren EuLe 4–5 digitalisiert und zu einem prozessdiagnostischen Instrument, der EuLeApp©, zur reliablen und validen Erfassung der frühen literalen Kompetenzen im Übergang vom Kindergarten in die Grundschule weiterentwickelt. Ziel der Studie war zudem die Evaluation des digitalen Diagnostiktools sowie eines adaptiven, alltagsintegrierten Förderkonzepts zur Stärkung der Early-Literacy-Kompetenzen vom Vorschulalter bis zum Übergang in die Grundschule mit besonderem Fokus auf inklusive Bildung. Ein besonderer Fokus lag auf Kindern mit sprachlichen Auffälligkeiten sowie Kindern mit erhöhtem Risiko für Lese-Rechtschreib-Schwierigkeiten (LRS).
Die Stichprobe besteht aus Kindern aus Niedersachen und Mecklenburg-Vorpommern im Alter von 4 bis 7 Jahren zu 4 Messzeitpunkten. Es kamen, neben der EuLeApp©, Eltern- und Fachkraftfragebögen zum Einsatz, um die Qualität der häuslichen bzw. der institutionellen literalen Lernumgebungen als Einflussfaktoren auf die Early Literacy-Entwicklung zu erfassen. Die Daten wurden zwischen 2022 und 2024 in zwei Projektphasen (Phase I: Kalibrierung, Phase II: Intervention) mit jeweils zwei Messzeitpunkten (t1 und t2 in Phase I, t3 und t4 in Phase II) erhoben. Das vorliegende Vorgehen entspricht zwei Längsschnitten (Prätest: t1 und Posttest: t2 in Phase 1, Prätest: t3 und Posttest: t4 in Phase 2).
Das Projekt verfolgte ein Mixed Methods-Design, das quantitative und qualitative Ansätze miteinander kombiniert. Daher wurden auch Fokusgruppeninterviews mit den pädagogischen Fachkräften durchgeführt. (Projekt/ IQB)</description>
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The sample comprises children from Lower Saxony and Mecklenburg–Western Pomerania aged 4 to 7 years, assessed at four measurement points. In addition to the EuLeApp©, parent and early childhood educator questionnaires were administered to capture the quality of home and institutional literacy learning environments as influential factors in early literacy development. Data were collected between 2022 and 2024 across two project phases (Phase I: calibration; Phase II: intervention), each including two measurement points (t1 and t2 in Phase I, t3 and t4 in Phase II). The study design thus comprises two longitudinal sequences (pretest: t1 and posttest: t2 in Phase I; pretest: t3 and posttest: t4 in Phase II). 
The project employed a mixed-methods design, combining quantitative and qualitative approaches. As part of the qualitative component, focus group interviews with early childhood educators were conducted.
(IQB)</description>
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    <description xml:lang="de" descriptionType="Other">Publikationsort: Berlin</description>
    <description xml:lang="en" descriptionType="Other">Publication Place: Berlin</description>
    <description xml:lang="de" descriptionType="Other">Erhebungseinheiten: Eltern; Kindergartenkinder; Vorschulkinder###</description>
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