Word Structure Effects in German and British Reading Beginners 1Dieser Beitrag wurde unter der geschäftsführenden Herausgeberschaft von Joachim C. Brunstein akzeptiert.
Abstract
Abstract: Due to the late developmental onset of reading, it appears to be more malleable than other cognitive functions. In the present study, German- and English-spoken reading beginners were compared with respect to reading of words with increasingly novel word structure. A clear gradual effect of word novelty was found in English speakers only, while in German pupils a gradual word novelty effect was absent. For German reading beginners rhymed words were more difficult than scrambled words, probably because of the ambiguity of rhymed words being familiar and novel at the same time, with only the word onset distinguishing them from proper words. Another difference was that English speakers showed fast reading routines of familiar and rhymed words, while normally schooled German pupils read familiar words slower. This was different in German children with preschool education, who read familiar and rhymed words at the same speed as British pupils, and novel words even faster. Simultaneously their reading accuracy of novel words was further improved. Differences in response patterns to word structure were remarkably robust, although the amount of difference between word types could be varied both in English and in German pupils.
Zusammenfassung: Wegen der vergleichsweise späten Errungenschaft des Lesens in der Kinderentwicklung erscheint Lesen formbarer als andere kognitive Funktionen. In dieser Studie wurden deutsch- und englischsprachige Leseanfänger in Bezug auf das Lesen von drei Worttypen mit zunehmendem Grad an Neuigkeit getestet. Ein klarer, gradueller Effekt von Wortneuigkeit wurde nur bei Kindern mit englischer Muttersprache gefunden, während sich bei deutschen Leseanfängern dieser Effekt nicht zeigte. Für deutsche Leseanfänger waren gereimte Wörter schwerer laut zu lesen als neu konstruierte Wörter. Dieses war wahrscheinlich der Fall, weil gereimte Wörter eine Ambiguität zeigten, da sie gleichzeitig bekannt und neu waren und sich nur durch den Wortanfang von dem eigentlichen normalen Wort unterschieden. Kinder mit englischer Muttersprache zeigten schnelle Leseroutinen für bekannte und gereimte Wörter, während normal eingeschulte deutsche Kinder diese langsamer lasen. Dies war bei deutschen Kindern mit einem Jahr Vorschulunterricht nicht der Fall; ihre Lesegeschwindigkeit von bekannten Wörtern war äquivalent zu den englischsprachigen Schülern und bei neuen Wörtern sogar schneller. Gleichzeitig war das korrekte Lesen von neuen Wörtern noch weiter verbessert. Die vergleichsweise Schwierigkeit gereimter Wörter war jedoch bei Kindern mit Vorschule ebenso ausgeprägt. Wortstruktureffekte in den jeweiligen Sprachen blieben bemerkenswert stabil, wenn auch das Ausmaß der Unterschiede zwischen den Worttypen bei englischsprachigen und deutschen Schülern teilweise beeinflussbar war.
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