Ansatzpunkte und Perspektiven für eine Integrative Lerntherapie.
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| Title: | Ansatzpunkte und Perspektiven für eine Integrative Lerntherapie. |
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| Alternate Title: | Approaches and Perspectives for Integrative Learning Therapy. |
| Authors: | Ricken, Gabi1 (AUTHOR) gabriele.ricken@uni-hamburg.de |
| Source: | Lernen und Lernstörungen. 2026, Vol. 15 Issue 2, p52-56. 5p. |
| Subject Terms: | *Written communication, *Early intervention (Education), *Motivation (Psychology), *Digital learning, *Diagnostic tests (Education), Numeracy, Self-efficacy |
| Abstract (English): | Abstract: Background: Integrative learning therapy has established itself as an effective approach for children who have difficulties accessing mathematics and written language. Many children experience gains in their skills, motivation to learn, and self-confidence. Discussion: Learning therapy must continue to develop in order to respond to changes: children's prerequisites are becoming more heterogeneous, digital formats should be utilized, standards need to be qualified, and new areas such as schools should be explored. The interface with schools allows for the expansion of diagnostic tasks to include teaching and learning process analyses. Therapeutic formats should be developed for group settings and should be applicable preventively before the manifestation of learning disorders. Collaborations with teachers should aim to create a connection between learning therapy and instruction, enabling a transfer that benefits both educators and learners and ensuring sustainable impact. [ABSTRACT FROM AUTHOR] |
| Abstract (German): | Zusammenfassung:Hintergrund: Integrative Lerntherapie hat sich als wirksames Angebot für Kinder etabliert, die Schwierigkeiten haben, einen Zugang zur Mathematik und Schriftsprache zu finden. Viele Kinder erreichen Zuwächse in ihren Kompetenzen, ihrer Lernmotivation und ihrem Selbstvertrauen. Diskussion: Lerntherapie muss sich weiterentwickeln, um auf Veränderungen reagieren zu können: Voraussetzungen von Kindern werden heterogener, digitale Formate sind zu nutzen, Standards zu qualifizieren und neue Handlungsfelder wie die Schule zu erschließen. Die Schnittstelle zur Schule ermöglicht, diagnostische Aufgaben um Lehr-Lernprozess-Analysen zu erweitern. Therapeutische Formate müssen für Gruppen entwickelt und präventiv vor der Manifestation der Lernstörung einsetzbar werden, Kooperationen mit Lehrpersonen sollten zu einer Verbindung zwischen Lerntherapie und Unterricht führen, um einen Transfer für Lehrende und Lernende zu erzielen und nachhaltig zu wirken. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Abstract: Background: Integrative learning therapy has established itself as an effective approach for children who have difficulties accessing mathematics and written language. Many children experience gains in their skills, motivation to learn, and self-confidence. Discussion: Learning therapy must continue to develop in order to respond to changes: children's prerequisites are becoming more heterogeneous, digital formats should be utilized, standards need to be qualified, and new areas such as schools should be explored. The interface with schools allows for the expansion of diagnostic tasks to include teaching and learning process analyses. Therapeutic formats should be developed for group settings and should be applicable preventively before the manifestation of learning disorders. Collaborations with teachers should aim to create a connection between learning therapy and instruction, enabling a transfer that benefits both educators and learners and ensuring sustainable impact. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 22350977 |
| DOI: | 10.1024/2235-0977/a000520 |
