LRS center
| LRS center | |
|---|---|
|
|
| legal form | society |
| founding | 1989 |
| founder |
Ludwig hunter Carl Ludwig Naumann |
| Seat | Aachen |
| main emphasis | Help and advice with reading and spelling difficulties |
| Action space | Entire German-speaking area |
| Employees | 14th |
| Website | lrs-online.de |
The LRS Center is a non-profit organization that offers help with reading and spelling difficulties for children, teenagers and adults as well as parents and teachers. The assistance is offered in the form of individual learning counseling, detailed learning status diagnoses and learning goal-oriented support therapies.
history
The organization was founded in 1989 under the name Advice Center for Reading-Spelling-Weaknesses / Dyslexia as a working group of the linguistic department of the German Institute of RWTH Aachen University . Since then, her practice-oriented academic work has grown into numerous specialist publications on writing theory as well as on diagnostics and support for problems of writing acquisition, which have received benevolent attention in the professional world.
From September 20 to 23, 1990, the founding fathers of the advice center at RWTH Aachen University organized the First European Dyslexia Congress in cooperation with the Federal Association for Dyslexia and Dyscalculia and the European Dyslexia Association . Around 1000 scientists as well as teachers and affected parents from 14 Western and Eastern European countries took part in the conference, which tried to shed light on the state of international dyslexia research from the perspective of various scientific disciplines.
The practice-oriented scientific activity of the LRS Center also attracted public attention beyond national borders through a series of national reports in the press, radio and television.
Since its inclusion in the register of associations of the Aachen district court in 1994, the advice center has operated as an independent association. Since the work of the association serves exclusively and directly tax-privileged charitable purposes, the association is exempt from corporation tax by the Aachen-Stadt tax office and has been officially recognized by the youth welfare office of the city of Aachen since 1995 as a carrier of free youth welfare .
Radius of action
In order to carry out its statutory tasks, the LRS Center maintains a hotline for free telephone advice for those seeking advice from home and abroad as well as a series of partnerships with general education schools and cultural authorities in the border triangle of Germany, the Netherlands and Belgium, as well as learning therapy facilities throughout Germany. The learning therapy services are offered in numerous branch offices from the northern edge of the Cologne Bay to the northern Eifel.
For advice seekers outside the city region in the triangle, a diagnostic procedure has also been made available on the LRS Center's website since 2010 under the title Commissioner Ix , which enables parents and teachers to check the spelling skills of learners online.
Learning therapeutic method
For the treatment of the diagnosed disorder in the processing of written language, a symptom-oriented approach is pursued, which starts directly with the processes involved in reading and writing. In the course of the remedial therapy, written-language structures are first made transparent and then the special features of the writing system are practiced step by step. The therapeutic learning approach followed is consistent with the so-called S3 guideline published by the German Society for Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy eV (DGKJP).
Diagnostics of reading and spelling skills
Before the start of a support measure, the current level of learning is analyzed on the basis of recognized standardized and standardized performance tests (see Herné & Löffler 2017). If the test result deviates by more than one standard deviation from the group mean, the performance is classified as critical and therefore in need of funding.
In the area of spelling, the incorrect spelling of the items in the test is also subjected to a qualitative analysis. The basis for this is the Aachen Diagnostic Spelling Error Analysis (AFRA) by Herné & Naumann (2016). It ensures that precisely those sub-areas of the writing system are thematized in the support that are still causing difficulties for learners.
The current learning status is checked again at regular intervals in order to check whether the sub-goals set for the promotion have now been achieved or in which sub-areas there is still a need for therapeutic learning.
Success-controlled promotion therapy
Individual therapy plans are derived from the learning status analyzes carried out, which enable the reading and / or spelling skills of children, adolescents and adults to be promoted precisely (see Herné & Löffler 2017).
In accordance with the results of the support diagnostics, the fundamental areas in support therapy from the point of view of the written language system are first worked out. The processing of structural areas with high written language relevance has priority over the processing of rather rare individual phenomena (such as <ai>, <chs>, <qu>).
If learners already show difficulties on the phonological level of the writing system, the exercises to consolidate the basic phoneme-grapheme correspondences are initially limited to so-called phonetic spelling. Exercises for auditory speech perception, pronunciation rhythms and articulation control are central to the development of the sound principle. Only when this fundamental area of written language is secured, the various deviations from the sound principle (such as <v> for / f /, <ah> for / a: / etc.) are worked out.
The measures are mainly carried out in small groups of homogeneous age and ability with a max. 4 participants per learning therapy specialist or carried out as individual therapies.
literature
- Karl-Ludwig Herné, Carl Ludwig Naumann: Aachen funding diagnostic spelling error analysis - AFRA. Systematic introduction to the practice of error analysis. 5th, completely revised and expanded edition. Alfa Zentaurus, Aachen 2016, ISBN 978-3-930335-27-5 .
- Karl-Ludwig Herné, Cordula Löffler: LRS: Recognize difficulties - promote skills. A practical handbook for teachers in grades 1-6. 2nd edition. Friedrich Verlag, Seelze 2017, ISBN 978-3-7800-4962-9 .
Web links
- S3 guideline of the German Society for Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy (accessed April 24, 2018)
- Website of the LRS Center, Aachen (accessed April 24, 2018)
Individual evidence
- ↑ On the extensive publication activities of the LRS Center, cf. the list of publications on the association's website, accessed on May 31, 2018.
- ↑ For example, B. Eisenberg & Fuhrhop (2007, 27) used the instruments developed in the LRS Center as the "best linguistically well-founded" procedure. See Peter Eisenberg, Nanna Fuhrhop: School orthography and graphematics. In: Journal of Linguistics. Volume 26, 2007, ISSN 1613-3706 , pp. 15-41.
- ↑ Gisela Boschmann: Not being able to write is a social defect. 1st European Dyslexia Congress in Aachen. In: Aachener Volkszeitung, July 14, 1990, p. 37.
- ↑ Barbara Dreifert: Neither stupid nor lazy. In: Rheinischer Merkur, No. 46, November 12, 1993, p. 8.
- ↑ Use of computers in promoting children with LRS. In: WDR television, current hour, September 14, 1993.
- ↑ RTL as a guest at the LRS Center on September 30, 2017 [1]
- ↑ City Gymnasium of the city of Würselen [2]
- ^ Center for Special Education of the German-speaking Community of Belgium [3]
- ↑ The Learning Island - Practice for Integrative Learning Therapy, Freigericht [4]