Abstract
Neben anderen Voraussetzungen sind beim Lese- und Rechtschreiberwerb Aufmerksamkeitsprozesse essentiell. In der vorliegenden Studie wurde modellorientiert erfasst, in welchen Teilkomponenten der Aufmerksamkeit Kinder mit einer Lese- Rechtschreibstörung (LRS) auffällig sind. Dazu wurden 32 Kinder mit einer LRS aus dem dritten und vierten Schuljahr mit 31 Kontrollkindern verglichen. Alle Kinder führten computergestützte Aufmerksamkeitsaufgaben durch, mit denen Intensitätsaspekte, Selektivitätsaspekte, Kontrollfunktionen und räumliche Ausrichtung der Aufmerksamkeit überprüft wurden. Es zeigte sich, dass Defizite im Lesen und Schreiben mit Leistungen im Bereich der Aufmerksamkeit korrelieren. Im Vergleich zur Kontrollgruppe konnten Defizite für Intensitätsaspekte der Aufmerksamkeit, räumliche Aufmerksamkeitsaspekte und kontrollierende Aufmerksamkeitsfunktionen festgestellt werden. Schlussfolgernd sprechen die Ergebnisse dafür, dass eine LRS mit Defiziten in der Aufmerksamkeit assoziiert ist.
In addition to other factors, processes of attention are essential in the acquisition of reading and writing. The present study examined, by means of special tests, different components of attention in children with deficits in reading and writing. For this purpose, 32 children of the third and fourth grades in primary school with deficits in reading and writing were tested and compared with 31 children without those symptoms. All these children completed the same computer-controlled tasks concerning attention to test intensity, selectivity, control functions, as well as directing spatial attention. The results of these tests demonstrated a direct relation between deficits in reading and writing and a lack of attention capacities. In comparison to the group of children without symptoms, deficits were found concerning intensity of attention, spatial attention, as well as of controlling attention. We conclude that there must be a relation between deficits in attention and the deficits in reading and writing.
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