Research report 2013 - Max Planck Institute for Human Development

What children read – cognitive consequences and pedagogical challenges

Schroeder, Sascha
Max-Planck-Forschungsgruppe Reading Education and Development (REaD)
The ability to read is a fundamental prerequisite for participation in modern, information-based societies. Learning to read is a long and complex process, however, and one that not all students master with ease – as studies such as PISA have shown. Individuals with functional illiteracy can find themselves excluded from many areas of life and work. The Max Planck Research Group REaD investigates the underlying structure of students’ reading skills as well as the development of these skills during childhood and adolescence. It aims to find out how reading deficits can be addressed effectively.

For the full text, see the German version.

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