Intervention bei der Lese-Rechtschreibstörung- Entwicklung und Evaluation eines phonologischen Trainingsprogramms für rechtschreibschwache Grundschüler der 2. bis 4. Klasse

Die vorliegende Arbeit beschäftigt sich mit der Entwicklung und Erprobung (Evalu-ation) eines Rechtschreibtrainingsprogramms auf phonologischer Basis für Grund-schüler der zweiten bis vierten Klasse mit einer Rechtschreibstörung. Anhand der aktuellen Forschungsliteratur wurde die Bedeutung des Begr...

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Bibliographic Details
Main Author: Seidler, Tobias
Contributors: Schulte-Körne, G. (PD Dr.) (Thesis advisor)
Format: Dissertation
Language:German
Published: Philipps-Universität Marburg 2003
Nervenheilkunde
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Table of Contents: In the present study a 12 weeks training programm of phonological awareness was developed an evaluated for 2 nd to 4 th grade children with dyslexia. In relation to the results of the actual research the definition of phonological awareness was explained. Phonological awareness is defined as the ability to work with different parts of literature, especially phonemsynthesis and phonemanalysis. Children with dyslexia have significant deficits in phonological awareness, phonological awareness is a positive predictor for later reading and spelling abilities. Training of phonological awareness with dyslexic children can increase their phonological abilities and in some studies also their reading and spelling abilities. The following study describes the effect of a phonological training to reading and spelling abilities of dyslexic children. 10 children ( 3female/ 7male) were trained 12weeks long, 2 times per week for 45 minutes. The achievement increased in phonological awareness, no increasement in spelling and reading was found. The evalued self-confidence of the children in respect to their reading and spelling disorder decreased after the intervention and the success in training depends on the motivation of the children. The results show that phonological awareness can be trained, but there is no clear result in respect to a transfer-effect to reading and spelling ability.