Leseentwicklung im Grundschulalter: Kognitive Grundlagen und Risikofaktoren
Abstract
Zusammenfassung. In dieser narrativen Übersichtsarbeit werden die zentralen Faktoren des Leseerwerbs beschrieben und empirische Forschungsergebnisse aus aktuellen Meta-Analysen, Reviews und Längsschnittstudien zusammengetragen. Dabei wird zunächst die frühe Leseentwicklung mit Bezug zum Phasenmodell von Frith (1985, 1986) fokussiert und der Leseprozess anhand des Dual-Route Modells von Coltheart (1978) erläutert. Des Weiteren wird auf die problematische Leseentwicklung eingegangen und Risikofaktoren auf genetischer sowie neurokognitiver Ebene beschrieben. Weiterhin werden Ergebnisse zu Risikofaktoren bezüglich der kognitiven Verarbeitung, der Sprachentwicklung sowie prä- und postnatale Umwelteinflüsse präsentiert. Abschließend werden kritische Anmerkungen und weiterführende Ausblicke diskutiert.
Abstract. This narrative review addresses the complex operation of reading acquisition. Focusing on empirical research and meta-analytic insights, early reading development is depicted. Furthermore, the reading process is illustrated referring to the dual-route model and difficulties in reading acquisition are described and explained. Empirical data concerning reading relevant genetic and neurocognitive risk factors are presented. Risk factors regarding individual cognitive processing as well as developmental language disorders and pre- and postnatal complications are outlined. Shortcomings and perspectives are discussed.
References
(2015). Rapid automatized naming and reading performance: A meta-analysis. Journal of Educational Psychology , 107 , 868–883.
(2002). MRI findings in children with school problems who had been exposed prenatally to alcohol. Developmental Medicine and Child Neurology , 44 , 98–106.
(2010). Component processes of early reading, spelling, and narrative writing skills in Turkish: A longitudinal study. Reading and Writing , 23 , 539–568.
(2014). Genetic analysis of dyslexia candidate genes in the European cross-linguistic NeuroDys cohort. European Journal of Human Genetics , 22 , 675–80.
(2001). The development of specialized brain systems in reading and oral language. Child Neuropsychology , 7 , 119–141.
,(2016). Systematic review and meta-analysis. Educational & Child Psychology , 33 , 76–91.
(2007). Frühintervention bei verzögerter Sprachentwicklung: «Heidelberger Elterntraining zur frühen Sprachförderung». Forum Logopädie , 21 , 6–11.
(2009). Role of working memory in explaining the performance of individuals with specific reading comprehension difficulties: A meta-analysis. Learning and Individual Differences , 19 , 246–251.
(2013). Molecular genetics of dyslexia: An overview. Dyslexia , 19 , 214–240.
(2014). The roles of family history of dyslexia, language, speech production and phonological processing in predicting literacy progress. Developmental Science , 17 , 727–742.
(2004). Elterntraining – eine Möglichkeit der frühen Intervention. Forum Logopädie , 5 , 18–23
(2014). Prenatal exposure to nicotine and impaired reading performance. Journal of Pediatrics , 162 , 713–718.
(2005). Impaired cerebellar learning in children with prenatal alcohol exposure: A comparative study of eyeblink conditioning in children with ADHD and dyslexia. Cortex , 41 , 389–398.
(1978). Lexical accesss in simple reading tasks. In G. Underwood (Ed.), Strategies of information processing (pp. 151–216). London, UK: Academic Press.
(2007). Modeling reading: The Dual-Route approach. In M. J. Snowling & C. Hulme (Eds.), The science of reading (pp. 6–23). Oxford, UK: Blackwell.
(2005). Putting transfer back on trial: Modeling individual differences in the transfer of decoding-skill gains to other aspects of reading acquisition. Journal of Educational Psychology , 97 , 55–69.
(1993). The processing of orthographic information. In D. N. Willows, R. S. Kruk & E. Corcos (Eds.), Visual processing in reading and reading disabilities (pp. 163–190). Hillsdale, NJ: Lawrence Earlbaum.
(2006). Accounting for children’s orthographic learning while reading text: Do children self-teach? Journal of Experimental Child Psychology , 95 , 56–77.
(2003). Developmental changes in the manifestation of a phonological deficit in dyslexic children learning to read a regular orthography. Journal of Educational Psychology , 95 , 22–40.
(2012). Brain development of very preterm and very low-birthweight children in childhood and adolescence: A meta-analysis. Developmental Medicine & Child Neurology , 54 , 313–323.
(1976). Rapid “Automatized” Naming (R.A.N.): Dyslexia differentiated from other learning disabilities. Neuropsychologia , 14 , 471–479.
(1992). Reconceptualizing the development of sight word reading and its relationship to recoding. In P. B. Gough, L. E. Ehri & R. Treiman (Eds.), Reading acquisition (pp. 105–143). Hillsdale, NJ: Erlbaum.
(2012). Spezifische Vorläuferfertigkeiten der Lesegeschwindigkeit, des Leseverständnisses und des Rechtschreibens. Evidenz aus zwei Längsschnittstudien vom Kindergarten bis zur 4. Klasse. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie , 44 , 53–67.
(2013). Prävalenz von Lernschwächen und Lernstörungen: Zur Bedeutung der Diagnosekriterien. Lernen und Lernstörungen , 2 , 65–76.
(1985). Beneath the surface of developmental dyslexia. In K. Patterson, J. Marshall & M. Coltheart (Hrsg.), Surface dyslexia (S. 301–330). London: Erlbaum
(1986). A developmental framework for developmental dyslexia. Annals of Dyslexia , 36 , 69–81.
(1998). Differences in phonological recoding in German- and English-speaking children. Scientific Studies of Reading , 2 , 31–54.
(1987). Strategies for visual word recognition and orthographical depth: A multilingual comparison. Journal of Experimental Psychology: Human Perception and Performance , 13 , 104–115.
(2008). Predictors of word decoding and reading fluency across languages varying in orthographic consistency. Journal of Educational Psychology , 100 , 566–580.
(2004). Prenatal marijuana and alcohol exposure and academic achievement at age 10. Neurotoxicology and Teratology , 26 , 521–532.
(2011). Frequency drives lexical access in reading but not in speaking: The frequency-lag hypothesis. Journal of Experimental Psychology: General , 140 , 186–209.
(1997). Children' s orthographic representations in English and Greek. European Journal of Psychology and Education , 12 , 273–292.
(2006). ELFRA: Elternfragebögen für die Früherkennung von Risikokindern . Göttingen: Hogrefe.
(2010). Long-term effects of preterm birth on language and literacy at eight years. Journal of Child Language , 37 , 865–885.
,(2013). Pädagogische Psychologie. Erfolgreiches Lernen und Lehren . Stuttgart: Kohlhammer.
(2012). Relations among reading skills and sub-skills and text-level reading proficiency in developing readers. Reading and Writing , 25 , 483–507.
(1990). The simple view of reading. Reading and Writing , 2 , 127–160.
(2008). Training reading fluency among poor readers of German: Many ways to the goal. Annals of Dyslexia , 58 , 115–137.
(2003). Sources of individual differences in reading comprehension and reading fluency. Journal of Educational Psychology , 95 , 719–729.
(2010). Naming speed and reading: From prediction to instruction. Reading Research Quarterly , 45 , 341–362.
(2003). Naming speed and phonological awareness as predictors of reading development. Journal of Educational Psychology , 95 , 453–464.
(2008). Relationships of three components of reading fluency to reading comprehension. Journal of Educational Psychology , 100 , 310–321.
(2015). Reading abilities in school-aged preterm children: A review and meta-analysis. Developmental Medicine & Child Neurology , 57 , 410–419.
(2008). Development of word reading fluency and spelling in a consistent orthography: An 8-year follow-up. Journal of Educational Psychology , 100 , 150–161.
(2000). Prevalence and natural history of primary speech and language delay: Findings from a systematic review of the literature. International Journal of Language & Communication Disorder , 35 , 165–188.
(2001). Heterogeneity in adult dyslexic readers: Relating processing skills to the speed and accuracy of oral text reading. Reading and Writing: An Interdisciplinary Journal , 14 , 265–296.
(2009). Rapid naming (RAN) taps a basic constraint on the development of reading fluency. Psychological Science , 20 , 1040–1049.
(2012). The relative predictive contribution and causal role of phoneme awareness, rhyme awareness, and verbal short-term memory in reading skills: A review. Scandinavian Journal of Educational Research , 56 , 363–380.
(2012). Phonological skills and their role in learning to read: A meta-analytic review. Psychological Bulletin , 138 , 322–352.
(2002). Reading errors in patients with cerebellar vermis lesions. Journal of Neurology , 249 , 461–468.
(2005). Mapping cerebellar vermal morphology and cognitive correlates in prenatal alcohol exposure. Developmental Neuroscience , 16 , 1285–1290.
,(1998). Neurolinguistische Aspekte der dysgrammatischen Sprachstörung bei Kindern . Tübingen: Gunter Narr Verlag.
(2000). A cultural effect on brain function. Nature Neuroscience , 3 , 91–96.
,(2007). Genetics of dyslexia. In M. J. Snowling & C. Hulme (Eds.), The science of reading: A handbook (pp. 453–472). Malden, MA: Blackwell Publishing.
(1985). Reading ability . New York: Oxford University Press.
(2009). Themenschwerpunkt Sprachdiagnostik und Sprachtherapie. Kindheit und Entwicklung , 18 , 191–193.
(2009). Functional abnormalities in the dyslexic brain: A quantitative meta-analysis of neuroimaging studies. Human Brain Mapping , 30 , 3299–3308.
(2004). The neurobiological basis of skilled and impaired reading: Recent findings and new directions. Scientific Studies of Reading , 8 , 273–292.
(2002). The emergence and treatment of developmental reading disability: Contributions of functional brain imaging. Seminars in Pediatric Neurology , 9 , 227–236.
(2006). Entwicklung der basalen Lesefähigkeit. In U. Bredel et al. (Hrsg.), Didaktik der deutschen Sprache, Band 1 (S. 513–524). Paderborn: Schöningh UTB.
(2007). Development of neural systems for reading. Annual Review of Neuroscience , 30 , 475–503.
(2011). Lese- und Rechtschreibstörung im Schulalter. Neuropsychologische Aspekte. Zeitschrift für Psychiatrie, Psychologie und Psychotherapie , 59 , 47–55.
(2006). Zur Genetik der Lese-Rechtschreibschwäche. Zeitschrift für Kinder- und Jugendpsychiatrie und Psychotherapie , 34 , 435–444.
(1989). A distributed, developmental model of word recognition and naming. Psychological Review , 96 , 523–68.
(1995). Phonological recording and self-teaching: Sine qua non of reading acquisition. Cognition , 55 , 151–218.
(2005). Dyslexia (Specific reading disability). Biological Psychiatry , 57 , 1301–1309.
(2006). Was reimt sich auf Maus? – Phonologische Bewusstheit: Eine Grundlage für richtiges Lesen und Schreiben. Grundschule , 5 , 51–53.
(2014). Lese-Rechtschreibstörung . Berlin Heidelberg: Springer Verlag.
(2008). Cerebellar disorders in childhood: Cognitive problems. Cerebellum , 7 , 607–610.
(2009). Working memory, short-term memory, and reading disabilities: A selective meta-analysis of the literature. Journal of Learning Disabilities , 3 , 260–287.
(2004). Training reading fluency in dysfluent readers with high reading accuracy: Word specific effects but low transfer to untrained words. Annals of Dyslexia , 54 , 89–113.
(2015). Stichwort – Entwicklungsstörungen schulischer Fertigkeiten. Zeitschrift für Erziehungswissenschaft , 18 , 431–451.
(2015). Einschätzung von Risikofaktoren bei der Entstehung von Leseschwierigkeiten. Monatsschrift Kinderheilkunde , 163 , 365–374.
(2003). Development of neural mechanisms for reading. Nature Neuroscience , 6 , 767–773.
(2004). Specific reading disability (dyslexia): What have we learned in the past four decades? Journal of Child Psychology and Psychiatry, and Allied Disciplines , 45 , 2–40.
(2004). Zur Prognose von Kindern mit umschriebenen Sprachentwicklungsstörungen. In W. von Suchodoletz (Ed.), Welche Chancen haben Kinder mit Entwicklungsstörungen? (pp. 155–199). Göttingen: Hogrefe.
(2011). Früherkennung von umschriebenen Sprachentwicklungsstörungen. Zeitschrift für Kinder- und Jugendpsychiatrie und Psychotherapie , 39 , 377–385.
(2008). SBE-2-KT: Sprachbeurteilung durch Eltern – Kurztest für die U7. Verfügbar unter http://www.kjp.med.uni-muenchen.de/sprachstoerungen/SB E-2-KT.php
(1998). Poor reading: A deficit in skill-automatization or a phonological deficit? Scientific Studies of Reading , 2 , 321–340.
(2007). Phonology, rapid naming and academic achievement in very preterm children at eight years of age. Early Human Development , 83 , 367–377.
(1991). Naming speed and reading: The contribution of the cognitive neurosciences. Reading Research Quaterly , 26 , 123–141.
(2000). Naming-speed processes, timing, and reading: A conceptual review. Journal of Learning Disabilities , 33 , 387–407.
(2001). Reading fluency and its intervention. Scientific Studies of Reading , 5 , 211–239.
(2013). Perinatal brain injury, visual motor function and poor school outcome of regional low birth weight survivors at age nine. Journal of Clinical Nursing , 22 , 2225–2232.
(2010). Orthographic depth and its impact on universal predictors of reading: A cross-language investigation. Psychological Science , 21 , 551–559.
,(2005). Reading acquisition, developmental dyslexia, and skilled reading across languages: A psycholinguistic grain size theory. Psychological Bulletin , 131 , 3–29.
(2003). Developmental dyslexia in different languages: Language-specific or universal? Journal of Experimental Child Psychology , 86 , 169–193.