Within the framework of the BMBF-funded cooperation project EuLe-F of the C. v. O. University of Oldenburg (Institute of Special Needs Education and Rehabilitation) with the University of Rostock (ISER), the EuLe 4-5 assessment (Meindl & Jungmann, 2019) is being digitised and further developed into a process-assessment tool for emergent literacy skills in the transition from daycare to school. Based on this, adaptive support options will be designed for the areas of narrative skills, print knowledge, word awareness, print awareness, phonological awareness and letter knowledge.

The project aims to improve assessment-guided, evidence-based emergent literacy support in the elementary and primary sector. The support assessment materials are optimised taking into account the experiences of the pedagogical professionals and teachers and implemented in the educational settings. This process is accompanied by formative evaluation. In addition, the summative evaluation examines the extent to which the children benefit from the adaptive support assessment in their emergent literacy skills.