IDEREC - About

The international project Erasmus+ KA220 Intervention in the Development of FL Reading Comprehension is implemented by 3 higher education institutions and 6 lower and upper secondary schools from 3 countries.

Project coordinator

• Constantine the Philosopher University in Nitra, SK

Project partners

• University of Ostrava, CZ
• University of Bielsko-Biala, PL


• Lower Secondary School of Nábrežie mládeže, SK
• Golianova Grammar School, SK
• Primary and Lower Secondary School of A. Hrdlička, CZ
• Volgogradska Grammar School, CZ
• Oxford Primary School, PL
• Joint Technical and Forestry Vocational School, PL

Project objectives

The essence and the need to carry out the project is grounded in a close connection between the research and the practical application components. The issue of reading comprehension has been a target of examination for a longer time in the field of education, however, the practical aspect of its research is not examined enough.

The main goal of the project is to develop and verify Reading Comprehension Intervention Program for English and German (IP) and disseminate its impact. The program is based on active social learning, self-regulatory learning, and natural acquisition of comprehension strategies intervened learning and cognitive style. The Intervention Program facilitates the interaction of cognitive processes and language processes.

The main objectives take three major aspects into consideration:

1. Sociological aspects - in terms of preferred genres and topics of interest, habits of school learners, leisure activities forming the contents of the texts suggested for reading development. Several other aspects are considered such as use of information technologies and motivation to read books in a FL.
2. Linguistic and psycholinguistic aspects - in terms of identified predictors of text comprehension in foreign language, the processes of extensive and intensive reading comprehension are considered, they all interact in terms of linguistic (FL competence) and cognitive (the need for structure and the ability to create a cognitive structure) variables. Also the interaction among the predictors in the processes of reading comprehension development, in relation to the levels of comprehension after the application of the intervention program.
3. Aspects of methodology and teaching - based on the essential methodological principles the issue of developing reading comprehension in foreign language course books is presented: detailed and global reading, authentic and didactic approaches and learning/teaching styles. After analyzing of the above-mentioned factors a design suitable for reading development in foreign languages will be designed.

The project objective are the following:

• Development of IP modules for German language and Development of IP modules for English language based on the feedback provided from the professional teachers and educators from Poland, the Czech Republic and Slovakia.
• Testing the modules in school teaching by the non-academic partners.
• Publishing IP Textbooks for English and German.
• Design and writing of monograph published in the national languages and English. The monograph will provide theoretical background for in-service teachers about the Intervention Program and its use, as well as for the academic partners of the project.
• Testing and verification of the efficiency of the modules designed for IP for development of FL reading comprehension.
• Dissemination of the project results.