Funding phase

SCHUES

Prevention and therapy of learning disorders: Neuronal correlates and the developmental course

Children with learning disorders of reading, writing or mathematics are sustainably disadvantaged in their self-development and school career. The project is divided into three different studies.

Detailed information about Project A

Detailed information about Project B

Detailed information about Project C

Objectives

The intended project adresses the following research objectives within the next three years:

1) The improvement and standardization of diagnostic instruments for the early diagnosis of vulnerable children (preschool),

2) The evaluation of prevention measures of preschool children at risk and its effectiveness,

3) The evaluation of the short term school career of children at risk identified in kindergarden,

4) The assessment of the long term course of dyscalculia and dyslexia (throughout primary school to graduation),

5) The progression and evaluation of treatment modalities of dyscalculia,

6) The exploration of neuronal correlates of learning disorders of mathematics,

7) The evidence of neuroplastic changes as a result of an effective treatment of children with dyscalculia.

Contact

  • Prof. Dr. Michael von Aster (Project management, Klinik für Kinder- und …)
  • Staff

    Dr. Juliane Kohn
    Verena Richtmann
    Dr. Karin Kucian

  • Prof. Dr. Günter Esser (Project management, Universität Potsdam Exzellenzbereich …)
  • Staff

    Dr. Sabine Quandte/Dr. Anna Höse
    Dr. Anne Wyschkon
    Nadine Poltz

  • Dr. sc. nat Karin Kucian (Universitäts-Kinderklinik Zürich Z…)
  • SCHUES

    Prevention and therapy of learning disorders: Neuronal correlates and the developmental course

    Learning disorders (particularly, reading, spelling and mathematics) negatively impact children’s personal and academic development. Overall, six percent of children are diagnosed with a learning disorder. Their experienced failure on academic tasks, as well as the co-occurrence of other disorders in conjunction with their learning disorder (attention deficit disorders, school-, and performance anxieties), result in high levels of psychological stress. It is therefore important to effectively diagnose impaired prerequisites of reading, spelling and mathematics. Overall, research examining the effects of indicated prevention is sparse, and our knowledge with regards to effective intervention programs for maths disability is limited.

    Detailed information about Project A

    Detailed information about Project B

    Detailed information about Project C

    Objectives

    For the second phase of our collaboration project, the main objectives are:

    1) To continue to examine the development of children with learning disorders (particularly, reading, spelling and mathematics) up until Year 3

    2) To investigate long-term effects of our pre-school prevention programs regarding the development of a learning disorder

    3) To document the development of children with learning disorders from primary to secondary school

    4) To examine long-term effects of the maths training software “Calcularis”, and to evaluate its new adaptive additions

    5) To investigate the neuroanatomical structure of math anxiety in children with math disability.

    Methods

    Our collaboration consists of three projects (A- based in Potsdam, B- based in Berlin, C- based in Zurich). Project A continues the longitudinal epidemiological study of nearly 1900 children in Year 2 and 3 (fourth and fifth data wave). Project B consists of a 2-year follow-up of children trained within the first funding phase. Additionally, we evaluate the further developed maths training software “Calcularis” using a waiting-list control group and a comparison group (individually administered math therapy). Project C uses magnetic resonance tomography to investigate the influence of math anxiety at the neuronal level in children with math disability. Within all three projects, established, valid, and reliable instruments measuring various performance related abilities (e.g., intelligence, calculating, phonological awareness, working memory, reading, spelling, and speech-related skills) were used.

    Contact

  • Prof. Dr. Michael von Aster (Project management, Klinik für Kinder- und …)
  • Staff

    Dr. Juliane Kohn
    Dr. Karin Kucian
    Dipl.-Psych. Larissa Rauscher

  • Prof. Dr. Günter Esser (Project management, Universität Potsdam Exzellenzbereich …)
  • Staff

    Dr. Anna Höse
    Dr. Sabine Quandte
    Dr. Anne Wyschkon
    Dipl.-Psych. Svenja Moraske
    Dipl.-Psych. Nadine Poltz

  • Dr. sc. nat Karin Kucian (Universitäts-Kinderklinik Zürich Z…)