Ansatzpunkte und Perspektiven für eine Integrative Lerntherapie.
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| Title: | Ansatzpunkte und Perspektiven für eine Integrative Lerntherapie. |
|---|---|
| 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] |
| Copyright of Lernen und Lernstörungen is the property of Hogrefe AG and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| FullText | Links: – Type: pdflink Text: Availability: 1 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 192907392 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Ansatzpunkte und Perspektiven für eine Integrative Lerntherapie. – Name: TitleAlt Label: Alternate Title Group: TiAlt Data: Approaches and Perspectives for Integrative Learning Therapy. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Ricken%2C+Gabi%22">Ricken, Gabi</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> gabriele.ricken@uni-hamburg.de</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Lernen+und+Lernstörungen%22">Lernen und Lernstörungen</searchLink>. 2026, Vol. 15 Issue 2, p52-56. 5p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Written+communication%22">Written communication</searchLink><br />*<searchLink fieldCode="DE" term="%22Early+intervention+%28Education%29%22">Early intervention (Education)</searchLink><br />*<searchLink fieldCode="DE" term="%22Motivation+%28Psychology%29%22">Motivation (Psychology)</searchLink><br />*<searchLink fieldCode="DE" term="%22Digital+learning%22">Digital learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Diagnostic+tests+%28Education%29%22">Diagnostic tests (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Numeracy%22">Numeracy</searchLink><br /><searchLink fieldCode="DE" term="%22Self-efficacy%22">Self-efficacy</searchLink> – Name: Abstract Label: Abstract (English) Group: Ab Data: 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] – Name: Abstract Label: Abstract (German) Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Lernen und Lernstörungen is the property of Hogrefe AG and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=192907392 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1024/2235-0977/a000520 Languages: – Code: ger Text: German PhysicalDescription: Pagination: PageCount: 5 StartPage: 52 Subjects: – SubjectFull: Written communication Type: general – SubjectFull: Early intervention (Education) Type: general – SubjectFull: Motivation (Psychology) Type: general – SubjectFull: Digital learning Type: general – SubjectFull: Diagnostic tests (Education) Type: general – SubjectFull: Numeracy Type: general – SubjectFull: Self-efficacy Type: general Titles: – TitleFull: Ansatzpunkte und Perspektiven für eine Integrative Lerntherapie. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Ricken, Gabi IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: 2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 22350977 Numbering: – Type: volume Value: 15 – Type: issue Value: 2 Titles: – TitleFull: Lernen und Lernstörungen Type: main |
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