Abstract
Zusammenfassung.Fragestellung: Obwohl die morphologische Bewusstheit (MB) eine wichtige Rolle beim Schriftspracherwerb spielt, ist sie im deutschsprachigen Raum wenig untersucht und es gibt keine publizierten Testverfahren dafür. Diese Studie untersucht den Zusammenhang der MB mit verschiedenen Maßen der Lesefähigkeit, mit der Rechtschreibfähigkeit und der phonologischen Bewusstheit (PB) bei deutschsprachigen Kindern. Methodik: Um die MB zu erheben, wurde ein MB-Screening entwickelt. 172 Zweitklässler wurden hinsichtlich Lesegeschwindigkeit, Leseflüssigkeit, lautierendem Lesen von Pseudowörtern und Rechtschreibleistungen sowie ihrer MB und PB getestet. Ergebnisse: Die MB korrelierte auch im Deutschen mit den erhobenen Maßen der Lesefähigkeit sowie mit der Rechtschreibfähigkeit und der PB. Die MB konnte sowohl zusätzlich zur PB als auch alleine einen signifikanten Beitrag an Varianz der Lesegeschwindigkeit, Leseflüssigkeit und Rechtschreibleistung aufklären. Beim lautierenden Lesen von Pseudowörtern war die zusätzliche Varianzaufklärung durch die MB hingegen nicht signifikant. Außerdem war die Varianzaufklärung sowohl einer Lesestörung als auch einer Rechtschreibstörung durch die MB alleine signifikant. Schlussfolgerungen: Die Ergebnisse bestätigen die wichtige Rolle der MB im Schriftspracherwerb auch im Deutschen. Besonders für die Förderung nicht nur der Rechtschreibung, sondern bspw. auch der schwer zu fördernden Lesegeschwindigkeit, ist die MB ein vielversprechender Ansatz.
Abstract.Objective: Although morphological awareness (MA) is known to be important for literacy acquisition, there are few studies – and no tests – to assess it in the German language. This study evaluates the relationship between MA and three different reading measures as well as spelling and phonological awareness (PA) in German children. Method: To assess MA, we developed an MA screening instrument. We then assessed reading speed, fluency, pseudoword decoding, spelling, MA, and PA of 172 2nd-graders. Results: MA correlated significantly with the three reading measures as well as spelling and PA, and it explained significant variance of reading speed, fluency, and spelling both in addition to PA and on its own. MA did not account for additional variance of pseudoword decoding. The variance explained by MA was significant for reading and for spelling disorders. Conclusions: The results demonstrate that MA is very important also for German literacy acquisition. Including MA is a promising approach not only for spelling, but also for reading interventions.
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