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.

Handout on the use of computers in the classroom from the Bavarian Ministry of Education and Cultural Affairs, compiled by the State Institute for School Pedagogy and Educational Research (ISB)

Diagnosis – Support – Materials. 2nd edition, chapter 7.3

Computer use in teaching and support Ed. Academy for Teacher Training and Personnel Management

Auer publishing house

Fixation

How long do the word segments have to be presented for the child to recognise them reliably?

Recognise at a glance

How many letters of a word can be recognised at the same time? Is the recognition performance sufficient for fluent reading?

Call-up time

Wird das Gesehene zeitnah oder verzögert abgerufen und ausgesprochen?

Recognise after gaze jump

Can the previously analysed individual performances (fixation, holistic recognition and prompt recall of what is seen) also take place after a gaze jump?

Train individual performances that are too weak

First of all, the programme helps to reduce the performance weakness through systematic training.

Example:
If a child can only read word segments with a length of 3 letters, he or she will practise recognising segments with a length of 4 letters in small steps with the help of the programme and, once this level has been reached, also longer segments.

Read correctly as fast as possible

At the same time, the child learns a reading strategy with which it can quickly learn to bypass its performance weakness and read correctly despite this weakness.

Example 1:

If the cause of the reading disorder is, for example, that a child can only read word segments of a length of 3 letters, he or she learns to divide the text into segments of 3 letters and only make eye jumps over segments of a length of 3 letters.

Example 2:

If a child needs 2 seconds to recall the sequence of sounds associated with a word segment seen and if one cause of the reading disorder is that the child does not keep to this time but jumps to the next word segment too soon, the child learns with the help of the programme to pronounce the word segment seen only after 2 seconds and only then to jump to the next word segment with the eyes.

• Identification of letters
• Grapheme-phoneme mapping
• Sound analysis and synthesis processes
• Syllable structure processes
• Visual attention and perception
• Eye movements and gaze jumps
• Reading comprehension