Inspired research to change lives

Computer-supported training for children with dyslexia

Available in German language. Research is led by Prof. Dr. med. Gerd Schulte-Körne, Dr. Kristina Moll, Dr. Sini Huemer and their team.

Our exercises build upon each other and are interwoven to help your child with reading and spelling. A broad spectrum with a unifying vision is ideal for language learning.

Which areas are affected by dyslexia?

About 4-10% of elementary/primary school children have difficulties learning to read and spell.

Causes are genetic and a complex interaction of various neurobiological and environmental factors.

Which training is most effective?

We asked ourselves this same research question before developing Namagi. A meta-analysis of randomized controlled trials about effectiveness of treatment approaches for children and adolescents with reading disabilities was published in 2014.

We evaluated 5 reading fluency trainings, 3 phonemic awareness instructions, 3 reading comprehension trainings, 29 phonics instructions, 3 auditory trainings, 2 medical treatments, and 4 interventions with coloured overlays or lenses. Plus 1 sunflower therapy. The result of this research is the comprehensive concept for Meister Cody – Namagi.

Recruiting for our upcoming research studies is already underway.

Our 360° research concept

Namagi is a comprehensive training concept.

  • Module I: Auditory phonemic perception

    Phonological skills include syllable training, understanding phoneme, sounds at beginning/end of words, and short and long vowels.

  • Module II: Grapheme phoneme correspondence (GPC)

    Children practice the relationship between sounds and letters to create a strong foundation for reading skills.

  • Module III: Reading literacy

    Focuses on reading accuracy and reading speed. Includes reading syllables and arranging them into words and semantic linking of words and pictures.

  • Module IV: Spelling (in development)

    Orthographic and morpheme skills are trained in dictations, choosing real words, and semantic meaning of words/picture groups.

  • Module V: Reading comprehension (in development)

    In order to ensure children also understand what they’ve read, this module focuses on comprehension skills.

  • Reading assessment: (in private beta)

    This reading and spelling assessment for grades 1-4 is made up of 7 sub-tests: counting syllables, phoneme, vowel length, letter match with sound, reading words, reading comprehension and spelling. It has been piloted. Currently in private beta.

How do we motivate children?

Training is embedded in a beautifully animated story and incorporates growth mindset and positive reinforcement.

Recommended 3 times a week for only 30 minutes. Adapts and levels in real time – not too easy or difficult. No frustration or boredom.

Dr. Sini Huemer Explains

Research concept behind our comprehensive training concept.

Meister Cody – Namagi

Free instant access for 4 days. No commitments. Trial ends automatically. Pricing for your country is shown in your local app store.

Research is led by Prof. Dr. med. Gerd Schulte-Körne, Dr. Kristina Moll, Dr. Sini Huemer and their team.

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Journal Article
K. Moll, S. Hasko, K. Groth, J. Bartling, G. Schulte-Körne (2016). Letter-sound processing deficits in children with developmental dyslexia: an ERP study. Clinical Neurophysiology, in press

J. Raddatz, J.-T. Kuhn, H. Holling, K. Moll, C. Dobel (2015). Comorbidity of Arithmetic and Reading Disorder: Basic Number Processing and Calculation in Children with Learning Impairments. Journal of Learning Disabilities, in press

I. Koerte, A. Willems, M. Muehlmann, K. Moll, S. A. Cornell, S. Pixner, D. Steffinger, D. Keeser, F. Heinen, M. Kubicki, M. E. Shenton, B. Ertl-Wagner, G. Schulte-Körne (2015). Mathematical Abilities in Dyslexic Children: A Diffusion Tensor Imaging Study. Brain Imaging and Behavior, in press

M. Jones, M. Snowling, K. Moll (2015). What automaticity deficit? Activation of lexical information by readers with dyslexia in a RAN-Stroop task. Journal of Experimental Psychology: Learning, Memory, and Cognition, in press

K. A. Pettigrew, S. F. Fajutrao, K. Moll, K. Northstone, S. Ring, C. Pennel, C. Wang, R. Leavett, M. E. Hayiou-Thomas, P. Thompson, N. H. Simpson, S. E. Fisher, SLI Consortium, A. J. Whitehouse, M. Snowling, D. F. Newbury, S. Paracchini (2015). Lack of replication for the myosin-18B association with mathematical ability in independent cohorts. Genes, Brain, and Behavior, 2015 Mar 16. doi: 10.1111/gbb.12213. [Epub ahead of print]

K. Moll, S. Göbel, M. Snowling, C. Hulme (2015). Early language and executive skills predict variations in number and arithmetic skills in children at family-risk of dyslexia and typically developing controls. Journal of Learning and Instruction, in press

A. Rau, K. Moll, M. Snowling, K. Landerl (2015). Effects of Orthographic Consistency on Eye Movement Behavior: German and English Children and Adults Process the Same Words Differently. Journal of Experimental Child Psychology, DOI: 10.1016/j.jecp.2014.09.012, 130, 92-105

K. Moll, S. Göbel, D. Gooch, K. Landerl, M. Snowling (2014). Cognitive Risk Factors for Specific Learning Disorder: processing speed, temporal processing and working memory. Journal of Learning Disabilities, in press

K. Moll, J. Bruder, S. Kunze, N. Neuhoff, G. Schulte-Körne (2014). Specific learning disorder: prevalence and gender differences. PLOS one, 29. Juli 2014, DOI: 10.1371/journal.pone.0103537

K. Moll, S. Göbel, M. Snowling (2014). Basic Number Processing in Children with Specific Learning Disorders: Co-morbidity of Reading and Mathematics Disorders. Child Neuropsychology, doi 10.1080/09297049.2014.899570

K. Moll, F. Ramus, J. Bartling, J. Bruder, S. Kunze, N. Neuhoff, S. Streiftau, H. Lyytinen, P. Leppänen, K. Lohvansuu, D. Tóth, F. Honbolygó, V. Csépe, C. Bogliotti, S. Iannuzzi, J.-F. Démonet, E. Longeras, S. Valdois, F. George, I. Soares-Boucaud, M.-F. Le Heuzey, C. Billard, M. C. O Donovan, G. Hill, J. Williams, D. Brandeis, U. Maurer, E. Schulz, S. van der Mark, B. Müller-Myhsok, G. Schulte-Körne, K. Landerl (2014). Cognitive mechanisms underlying reading and spelling development in five European orthographies. Learning and Instruction, 29, 65-77

Salmi, P., Huemer, S., Heikkilä, R., & Aro, M. (2013). KUMMI 10: Arviointi-, opetus- ja kuntoutusmateriaaleja. Tavoitteena sujuva lukutaito – teoriaa ja harjoituksia [Materials for Diagnostic, Curriculum und Special Needs. Goal Reading – Theory and Exercises]. Jyväskylä: Niilo Mäki Instituutti.

K. Moll, M. Jones (2013). Naming fluency in dyslexic and non-dyslexic readers: Differential effects of visual crowding in foveal, parafoveal and peripheral vision. The Quarterly Journal of Experimental Psychology, doi:10.1080/17470218.2013.840852, 66, 2085-2091

D. Sasanguie, S. Göbel, K. Moll, K. Smets, B. Reynvoet (2013). Approximate number sense, symbolic number processing or number-space mappings: what underlies mathematics achievement?, Journal of Experimental Child Psychology, 114, 418-431

K. Moll, A. Loff, M. Snowling (2013). Cognitive endophenotypes of dyslexia. Scientific Studies of Reading, 00, 1-13

K. Moll, C. Hulme, S. Nag, M. Snowling (2013). Sentence repetition as a marker of language skills in children with dyslexia. Applied Psycholinguistics, doi:10.1017/S0142716413000

K. Landerl, S. Göbel, K. Moll (2013). Core deficit and individual manifestations of developmental dyscalculia (DD): the role of comorbidity. Trends in Neuroscience and Education, 2, 38-42

K. U. Ludwig, P. Sämann, M. Alexander, J. Becker, J. Bruder, K. Moll, D. Spieler, M. Czisch, A. Warnke, S. J. Docherty, O. S. P. Davis, R. Plomin, M. M. Nöthen, K. Landerl, B. Müller-Myhsok, P. Hoffmann, J. Schumacher, G. Schulte-Körne, D. Czamara (2013). A common variant in Myosin-18B contributes to mathematical abilities in children with dyslexia and intraparietal sulcus variability in adults. Translational Psychiatry, published online 19 February 2013; e229; doi:10.1038/tp.2012.148;

K. Landerl, F. Ramus, K. Moll, H. Lyytinen, P. Leppänen, K. Lohvansuu, M. C. O Donovan, G. Hill, J. Williams, J. Bartling, J. Bruder, S. Kunze, N. Neuhoff, S. Streiftau, D. Tóth, F. Honbolygó, V. Csépe, C. Bogliotti, S. Iannuzzi, Y. Chaix, J.-F. Démonet, E. Longeras, S. Valdois, C. Chabernaud, F. Delteil-Pinton, C. Billard, F. George, J. C. Ziegler, I. Comte-Gervais, I. Soares-Boucaud, C.L. Gerard, L. Blomert, A. Vaessen, P. Gerretsen, M. Ekkebus, D. Brandeis, U. Maurer, E. Schulz, S. van der Mark, B. Müller-Myhsok, G. Schulte-Körne (2013). Predictors of developmental dyslexia in European orthographies with varying complexity. Journal of Child Psychology and Psychiatry, Article first published online: 10 Dec 2012; DOI: 10.1111/jcpp.12029, 54, 686-694

Huemer, S., Salmi, P., & Aro, M. (2012). Tavoitteena sujuva lukutaito. [Goal Fluency] NMI-Bulletin, 22 (2), 18-29.

K. Moll, R. Wallner, K. Landerl (2012). Kognitive Korrelate der Lese-, Leserechtschreib- und der Rechtschreibstörung. Lernen und Lernstörungen, 1, 3-15

J. Becker, D. Czamara, P. Hoffmann, K. Landerl, L. Blomert, D. Brandeis, A. Vaessen, U. Maurer, K. Moll, K. U. Ludwig, B. Müller-Myhsok, M. M. Nöthen, G. Schulte-Körne, J. Schumacher (2012). Evidence for the involvement of ZNF804A in cognitive processes of relevance to reading and spelling. Translational Psychiatry, published online 10. Juli 2012; 2:e136. doi: 10.1038/tp.2012.62.

Aro, M., Huemer, S., Heikkilä R., & Mönkkönen, V. (2011). Sujuva lukutaito suomalaislapsen haasteena. [Flüssiges Lesen als Herausforderung bei finnischsprachigen Kindern]. Psykologia, 46 (2-3), 153-155.

K. Landerl, K. Moll (2010). Comorbidity of Specific Learning Disorders: Prevalence and Familial Transmission. Journal of Child Psychology and Psychiatry, 51, 287-294

Huemer, S. (née Hintikka), Aro, M., Landerl, K. & Lyytinen, H. (2010). Repeated reading of syllables among Finnish-speaking children with poor reading skills. [Wiederholtes Lesen von Silben bei finnischsprachigen schwachen Lesern]. Scientific Studies of Reading, 14, 317-340.

K. Moll, K. Landerl (2009). Double dissociation between reading and spelling deficits. Scientific Studies of Reading, 13, 359-382

K. Moll, B. Fussenegger, E. Willburger, K. Landerl (2009). RAN is not a measure of orthographic processing. Evidence from the asymmetric German orthography. Scientific Studies of Reading, 13, 1-25

K. Landerl, B. Fussenegger, K. Moll, E. Willburger (2009). Dyslexia and dyscalculia: Two learning disorders with different cognitive profiles. Journal of Experimental Child Psychology, 103, 309-324

Huemer, S., Pointner, A., & Landerl, K. (2009). Evidenzbasierte LRS-Förderung. Bericht über die wissenschaftlich überprüfte Wirksamkeit von Programmen und Komponenten, die in der LRS-Förderung zum Einsatz kommen. Erstellt im September 2009 im Auftrag des Bundesministeriums für Unterricht, Kunst und Kultur, Österreich.

Huemer, S. (2009). Training reading skills: Towards Fluency. [Training der Lesefähigkeiten: Leseflüssigkeit als Ziel] Veröffentlichte Dissertation. University of Jyväskylä: Jyväskylä Studies in Education, Psychology and Social Research, 360.

E. Willburger, B. Fussenegger, K. Moll, G. Wood, K. Landerl (2008). Naming speed in dyslexia and dyscalculia. Learning and Individual Differences, 18, 224-236

Huemer (neé Hintikka), S., Landerl, K., Aro, M., & Lyytinen, H. (2008). Training reading fluency among poor readers of German: many ways to the goal. [Training der Leseflüssigkeit bei deutschsprachigen schwachen Lesern: Viele Wege zum Ziel]. Annals of Dyslexia, 58, 115 – 137.

Hintikka, S., Landerl, K., Aro, M., & Lyytinen, H. (2008). Training reading fluency: is it important to practice reading aloud and is generalization possible? [Training der Leseflüssigkeit: ist lautes Lesen wichtig und Generalisierung möglich?]. Annals of Dyslexia, 58, 59 – 79.

Hintikka, S., & Aro, M. (2007). Lukunopeuden harjaannuttaminen: Onko ääneen lukemisen harjoitus välttämätöntä ja taidon yleistyminen mahdollista? [Training der Leseflüssigkeit: ist lautes Lesen wichtig und Generalisierung möglich?]. NMI-Bulletin, 3, 32 – 42.

K. Moll, F. Hutzler, H. Wimmer (2005). Developmental dyslexia in a regular orthography: A single case study. Neurocase, 11, 433-440

Hintikka, S., Aro, M., & Lyytinen, H. (2005). Computerized training of the correspondences between phonological and orthographic units. [Computerbasiertes Training der Korrespondenzen zwischen phonologischen und orthographischen Einheiten]. Written Language & Literacy, 8, 155 – 178.

S. Brigstocke, K. Moll, C. Hulme. Test of Basic Arithmetic and Number Skills (TOBANS), Oxford; Oxford University Press; 2016

K. Moll, K. Landerl. SLRT-II: Lese- und Rechtschreibtest, Bern: Hans Huber

Chapter in a Book
K. Landerl, K. Moll (2014). Dissoziationen zwischen Störungen des Lesens und Störungen des Rechtschreibens, in G. Schulte-Körne & G. Thomé (Hrsg.), LRS-Legasthenie: interdisziplinär. Oldenburg: Institut für sprachliche Bildung – Verlag

K. Moll, K. Landerl (2011). Lesedefizite und Rechtschreibdefizite – zwei Seiten derselben Medaille, In G. Schulte-Körne (Hrsg.), Legasthenie und Dyskalkulie: Stärken erkennen – Stärken fördern (S. 11-24). Bochum: Winkler.

K. Moll, K. Landerl (2011). Assoziationen und Dissoziationen von Störungen des Lesen und Rechtschreibens, In S. Hanne, t. Fritzsche, S. Ott & A. Adelt (Hrsg.), Spektrum Patholinguistik 4 (S. 47-74). Potsdam: Universitätsverlag Potsdam.

K. Moll, K. Landerl, W. Kain (2008). Der Rechtschreibteil des SLRT, In W. Schneider, H. Marx, & M. Hasselhorn (Hrsg.), Tests und Trends: Diagnostik von Rechtschreibleistungen und -kompetenz (S. 129-143). Göttingen: Hogrefe.

L. Kaufmann, K. Moeller, K. Moll, M. Salandin, N. Pastore, K. Landerl (2008). Normenvergleich der beiden Sprachversionen der BVN/NPS5-11, In L. Kaufmann, K. Landerl, M. Mazzoldi, K. Moeller, N. Pastore, & M. Salandin (Hrsg.), BVN/NPS 5-11. Neuropsychologisches Screening für 5-11 Jährige. Gardolo: Erickson.

Lyytinen, H., Erskine, J., Ahonen, T., Aro, M., Eklund, K., Guttorm, T., Hintikka, S., Hämäläinen, J., Ketonen, R., Laakso, M.-L., Leppänen, P.H.T., Lyytinen, P., Poikkeus, A.-M., Puolakanaho, A., Richardson, R., Salmi, P., Tolvanen, A., Torppa, M., & Viholainen, H. (2008). Early identification and prevention of dyslexia: Results from a prospective follow-up study of children at familial risk for dyslexia. [Früherkennung und Vorbeugung der Legasthenie: Ergebnisse einer Längschnittstudie bei Kindern mit familiärem Risiko für Legasthenie]. Reid, G., Fawcett, A., Manis, F., Siegel, L. (Hrsg.) Dyslexia Handbook (pp. 121-146) London: Sage Publications.

Aro, M., Huemer, S., Kairaluoma, L., Wennström, K., & Parkkila, R. (2008). Lukeminen hidasta tai virheellistä? [Wenn das Lesen langsam oder fehlerhaft ist?] L. Kairaluoma, T. Ahonen, M. Aro, I. Kakkuri, K. Laakso, M. Peltonen, K. Wennström (Hrsg.). Lukemalla ja tekemällä: Opettajan opas lukivaikeudesta ammatillisille oppilaitoksille. [Handbuch über Legasthenie für Lehrer der Berufsschule]. Jyväskylä: Niilo Mäki Instituutti.