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The Faculty of Humanities was created on December 1, 2014. The Faculty trains instructors and researchers in the field of language and literature, as well as specialists in philosophy, history, and modern culture. The main goal of the Faculty is to teach students how to understand and analyze various cultural processes, employ current research strategies, and effectively put their knowledge into practice. Students in the Faculty are taught by leading Russian academics and practitioners from various cultural fields, as well as invited foreign specialists. Students receive a modern education in the humanities, as well as thorough language preparation, which allows them to find broad professional opportunities upon graduation. Students are given the opportunity to conduct research and receive practical experience at large private and public establishments.
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Vol. 1: Das 18. Jahrhundert. Herausgegeben von Horst Möller, Claus Scharf, Wassili Dudarew und Maja Lawrinowitsch. Oldenbourg: De Gruyter Oldenbourg, 2018.
Dr. Wim Tops talked about the reading/dyslexia projects he is currently involved in. The first is an investigation of the effect of serious gaming on learning to read. In their research group, they use a Dutch version of GraphoGame (www.grapholearn.com) to train grapheme-phoneme correspondences to enhance reading in beginning readers. GraphoGame’s effectiveness has been largely investigated in different languages using pre- and post-treatment reading measures (e.g., reading accuracy; or timed one-minute reading tests). In this research, more sensitive measures than reading accuracy are used, like EEG and in-game assessment. In the presentation, Dr. Wim Tops has shown some tentative results from these studies.
While most studies on dyslexia focus on (young) children learning to read (and spell), the second line of research of Dr. Wim Tops concerns adults with dyslexia, especially higher education students. By showing these two lines of research, this presentation highlights important new lines of inquiry for developmental dyslexia. It also identifies some methodological and theoretical concerns for neurolinguistic research in reading.