LARS – Ein Leseförderprogramm mit Wortschatzarbeit und differenzierten Materialien für den inklusiven Unterricht in der Grundschule

Bending and Bowing: How Teachers Adapt a Vocabulary-Based Reading Program to Their Students Needs

“…One reading program which is in line with current research findings is the language and reading program LARS (Paleczek et al, 2020;Seifert et al, 2014). It was developed with a specific focus on classrooms with a high number of L2 learners.…”

“…In addition to instruction, teaching materials should also be developed based on evidence, and differentiated in order to cater for diverse learner needs (Lovett, 2015; Reid, 2012). Using differentiated texts adapted to student reading levels enables all students to work on the same topic, to receive the same basic information and to participate in an inclusive lesson (Altrichter et al, 2009; Paleczek et al, 2020). Thus, all students develop content area knowledge through while-reading and post-reading activities (e.g., discussions about the text) irrespective of their reading level.…”

“…The study presented in this paper focuses on the LARS reading materials for Grade 3, placing emphasis on the second pillar, the materials for reading development. Information on the full scope of the program can be found in Paleczek et al (2020) and Seifert et al (2014). Information on vocabulary work in reading lessons according to the program can be found in Seifert et al (2017).…”