Project: Reading Difficulties Intervention: Scientific, Technological, and new community efforts

Acronym: ReaDI-STANCE

Early intervention is crucial to the prevention of reading difficulties (RD). Nevertheless, there are no empirically validated answers to the question of what intervention(s) work best, for which children, in what setting(s), for what duration, and for what reason. Hence, there is an urgent need for several educational systems to get more deeply involved in this area.

The aims of the ReaDI-STANCE project are three-fold: First, to examine the efficacy of two intervention programs, one with more cognitive (PREP: PASS Reading Enhancement Program) and one with a more phoneme-code (Graphogame) focus. Both programs will be delivered as web-based applications through platforms that will allow data storage and processing via remote servers. Second, to develop a novel framework for analyzing remediation data micro-genetically. We expect that this sort of data processing will help us explore the learning progress dynamics and developmental stages of the readers during the intervention and examine the type of early intervention most useful for treating specific reading problems. Finally, to train mainstream classroom teachers, special education teachers, and school psychologists to understand better how to apply evidence-based effective intervention in theory and practice. The Center for Applied Neuroscience, University of Cyprus is the host of the program and led by Professor Timothy Papadopoulos. The consortium consists of the Cyprus Psychology Association, ‘Hope for Children’ (HFC)’ CRC Policy Centre from Cyprus as well as the University of Jyväskylä from Finland, the University of Alberta from Canada and finally the St. John’s University from New York, USA.