Our reading software was awarded the Dyslexia Quality Award 2011. The Dyslexia Quality Award is given to high-quality, proven programs and training materials.

 

 

The award is presented on the basis of expert surveys and a non-partisan commission from the following globally active organizations:

• ADA – American Dyslexia Association
• BDA – First National Dyslexia Center of Bulgaria
• EÖDL – Erster Österreichischer Dachverband Legasthenie
• DVLD – Dachverband Legasthenie Deutschland
• DISLECAN – Dyslexia Canaris
• BLL – Burgenländischer Landesverband Legasthenie
• KLL – Kärntener Landesverband Legasthenie
• NÖLL – Niederösterreichischer Landesverband Legasthenie
• VLL – Vorarlberger Landesverband Legasthenie
• WLL – Wiener Landesverband Legasthenie

Excerpt from the press release issued by the IB&M Institute for Education and Media on June 20, 2013

Multimedia innovations in Europe

Comenius-EduMedia Awards 2013 for exemplary ICT*-based educational media in Berlin

On June 20, 2013, the most prestigious German and European awards for exemplary ICT*-based educational media were presented in Berlin. For the 18th time, numerous publishers, media producers, and educational institutions from Germany and Europe accepted the invitation of the Society for Pedagogy and Information (GPI) to attend the ceremony in Berlin.
With the Comenius-EduMedia awards, the GPI promotes ICT-based educational media that are particularly valuable in terms of pedagogy, content, and design: didactic multimedia products (DMP), general multimedia products (AMP), teaching and learning management systems (LMS), and computer games with competence-promoting potential (CKP). Even after eighteen years, the focus remains on educational content and didactic and methodological aspects. The decisions are made by an international jury of media experts from ten European countries. The jury’s decisions are made after scientific evaluation in a manufacturer-neutral assessment process based on the quality criteria of the GPI’s Institute for Education and Media. […]

ICT = Information and Communication Technology

Our software Richtig Schreiben Lernen was awarded a Comenius EduMedia Seal during the event.

Comenius EduMedia Award Ceremony 2015

Excerpt from the press release issued by the IB&M– Institute for Education and Media on June 25, 2015

Digital innovations in Europe

 

20 Years of the Comenius Award Ceremony

On June 25, 2015, the most prestigious German and European awards for exemplary ICT-based educational media were presented at a ceremony in Berlin entitled
“20 Years of the Comenius Award – Digital Innovations in Europe.”
This For the 20th time this year, more than 200 publishers, media producers, and educational institutions from Germany and Europe accepted the invitation of the Society for Pedagogy, Information, and Media (GPI) to Berlin. In the 20 years of the Comenius Award, almost 3,000 educational media from over 30 countries have been evaluated and awarded.
With the Comenius EduMedia Awards, the GPI promotes ICT-based educational media that are particularly valuable in terms of pedagogy, content, and
design: didactic multimedia products (DMP), general multimedia products (AMP), teaching and learning management systems (LMS), and computer games with competence-promoting potential (CKP). Even after twenty years, the focus remains on pedagogical content and didactic-methodological aspects. […]

Our software Richtig Lesen Lernen (Learning The Right Way) was awarded a Comenius EduMedia seal during the event.

 

October 2015

The European Academy of Sciences and Arts brings together 1,800 members, including 37 Nobel Prize winners and Pope Benedict XVI. The Academy’s goal is to address, discuss, and process current issues in an interdisciplinary, transnational, and cross-border manner in order to serve as a non-partisan pool of scholars for the further development of coexistence in Europe. The Academy focuses on the key areas of knowledge development, science communication, and the implementation of international projects.

The interface is similar to Windows Explorer.

The program is based on the Windows Explorer user interface: The program contents are displayed in a tree structure in the left window, while the master data for the selected student (preset here: Monika Mustermann) is shown in the right window. The width of the two windows can be adjusted by clicking and dragging the window divider bar with the left mouse button held down. Clicking on a plus sign opens the next level of detail, while clicking on a minus sign in the tree closes a level of detail.

Texts by Gero Tacke

The texts by Gero Tacke included in the program are suitable for children without reading difficulties up to 5th grade, and for children with difficulties up to 6th and 7th grade. For most texts, reading comprehension is tested using questions about the text. In addition to the texts, the program contains many word lists (natural words and pseudo words). Short learning units of approximately 15 minutes are very important for concentration, memory performance, and weekly continuity.

No distracting stimuli

Children are not distracted by multimedia effects—there are deliberately no animations in the program so that their full attention is focused on reading and writing. The program is so comprehensive that a new text/word list can be worked on every day for over half a year.

Expandable and flexible

It is the only learning program that is so flexible and easily expandable:
At the touch of a button, new word lists (e.g., for vocabulary and learning word training) can be created and your own texts can be inserted, copied from the Internet, or scanned, and even provided with your own comprehension questions.
New words are automatically separated into syllables by the integrated syllable separator.
These functions not only allow the program to be used from first grade to adulthood, but also enable the integrated use of reading material from the classroom, as texts for teaching can be loaded into the software with little effort.

Print station

The integrated print station also offers additional, easy-to-use options for schools.

My child cannot read – what should I do?

You should always start at the top of the exercise set, i.e. with “Recognizing at a glance.” In the first 5-10 exercises, it makes sense to work in “Supervised” mode “Supervised” mode in order to make a basic diagnosis for the child being supervised (e.g., how many letters can the child recognize at a glance, how much time does the child need to pronounce what they see, can they make the eye jump, how much time does the child need to recall what they see from memory, etc.). The exercises used for diagnosis are also used for therapy, i.e., not every word list in the program needs to be worked through.
Example: The child can reliably recognize the letters b and d, so the word lists for b and d no longer need to be practiced; move on to the next exercise.

Easy-to-use user interface

You don’t need in-depth knowledge of reading disorder therapy or special computer skills to use the celeco method effectively.

The program is based on the Windows Explorer user interface:
The program contents are displayed in a tree structure in the left window, while details of the selected program item are shown in the right window.
The width of both windows can be adjusted by clicking and dragging the window divider bar with the left mouse button held down. Clicking on a plus sign opens the next level of detail, while clicking on a minus sign in the tree closes a level of detail.

Procedure for the exercise “Recognize at a glance”

The displayed word must be selected from a list of similar words. The display duration of the words is chosen so that a few mistakes can be made in one round. If everything is recognized correctly, the display duration is reduced. If too few words are recognized correctly, the display duration is increased.

[See image gallery at www.celeco.de]

Recognizing several letters at once

This chapter focuses on practicing the simultaneous recognition of several letters. As an overall goal and prerequisite for fluent reading, the learner should be able to recognize at least three to four letters in approximately 250–300 ms and pronounce them immediately. Practicing longer words has a positive effect on reading performance.

Recognition after a saccade

The “saccade” exercise also involves recognition at a glance, but after a saccade:
The fixation mark appears, and to the right of it are the letter segments that are to be recognized.
In “Eye movement variant b,” word segments appear as the fixation point, and the letter sequence to be recognized appears to the right of them.

Procedure for the exercise “Recognize at a glance”

The displayed word must be typed in. The display duration of the words is chosen so that a few mistakes can be made in one run. If everything is recognized correctly, the display duration is reduced. If too few words are recognized correctly, the display duration is increased.

[See image gallery at www.celeco.de]