Kurzzeitintervention bei der Lese- Rechtschreibstörung - Evaluation des Marburger Rechtschreibtrainings in der Einzelförderung

Diese Arbeit beschäftigt sich mit dem Störungsbild Lese-Rechtschreibstörung. Dies ist eine in allen Sprachen zu findende umschriebene Entwicklungsstörung, bei der, laut ICD-10, eindeutige Schwächen im Lesen und Schreiben vorliegen, die nicht allein auf eine Minderbegabung, eine unzureichende Beschul...

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Bibliographic Details
Main Author: Hülsmann, Jutta
Contributors: Schulte-Körne, G. (Dr.) (Thesis advisor)
Format: Doctoral Thesis
Language:German
Published: Philipps-Universität Marburg 2005
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Table of Contents: This thesis deals with the disorder of dyslexia. Dyslexia is a disorder in learning to read and spell. It can be found in all languages and the symptoms of which are, concerning to ICD-10, specific an significant impairment in the development of reading and spelling skills that cannot be put down to a reduced intelligence or obvious sensory deficits or low sociocultural opportunity. With a prevalence of four to five percent it is a frequent disturbance. Etiologically at the bottom of it are a genetic disposition and a dysfunction of the central perception and processing of auditory and visual informations as well as a disturbance of the phonological awereness. Due to constant failures in performance, reactive emotional symptoms and disorders of the affected children appear frequently. In Germany a multiplicity of therapies to intervene dyslexia is offered but only few of them were verified on the basis of scientific studies. Giving a review over the current state of dyslexia-research in Germany and some selected studies about it I elaborate the relevancy of scientifically evaluated symptom-specific trainings. In this connection the low quantity of studies and the long period of them becomes apparent. In view of the comorbid mental disorders, the urgency of the invention of a short-term-therapy becomes obvious. According to this I verify the practicability of the “Marburg Spelling Training” which is a symptom-specific training and evaluated as a children-parents-training as a short-term-support. In this research I taught an experimental group of ten spelling-disabled primary school pupils (from second to fourth grade) biweekly in accord with the “Marburg Spelling Training” in an individual setting. They were compared with a control-group consisting of ten children of the same grades. The children of the control-group were given a phonological-training for the same period of time. All children fulfilled the ICD-10-criteria for dyslexia. The skills in reading and writing were compared before and after the training. The evaluated percent ranks were converted in T-values. By taking a sample T-test of the differences of the means before and after the training the therapeutic effect for both random tests were calculated. The studies yielded to the following results: The experimental group had statistically proved a significant enhancement of the skills in reading and spelling. Contrary to that, the control-group did not show any significantly improvements in reading and spelling after the phonology-training. In addition to the reading- and spelling-tests all proposituses had to fill in a questionnaire to appreciate their emotional stress caused by their problems. The evaluation exhibited a more positive estimation of the children of the control group after the training. The children of the experimental group did not show any changes in their emotional stress compared to the beginning of the studies. I discuss the allegorised results in extenso on the basis of the current literature in research. It has resulted that the “Marburg Spelling Training” shows sustainable achievements as a short-term intervention and therefore can be reasonably used as a therapy for dyslexic primary school pupils from second to fourth grade. A forecast shows that this study provides a basis for further therapy-approaches.