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Originalia

Orthografie oder Orthographie?

Published Online:March 05, 2015https://doi.org/10.1026/0044-3409.214.2.59

Abstract

Zusammenfassung. Vor zehn Jahren wurde eine Reform der deutschen Orthografie beschlossen. Anhand einer Blickbewegungsstudie, an der sowohl erwachsene Leser als auch Kinder teilnahmen, sollte untersucht werden, welche Auswirkungen die Rechtschreibreform auf das Lesen hatte. Die Ergebnisse liefern erste Hinweise dafür, dass die Rechtschreibreform die Worterkennung insgesamt nicht beeinträchtigt hat. Lediglich die Wörter zum Erhalt der Stammschreibung in Zusammensetzungen (Balletttänzerin vs. Ballettänzerin) konnten sowohl von Kindern als auch von Erwachsenen in alter Rechtschreibung schneller gelesen werden. Ein gemischtes Bild ergab sich außerdem bei der Getrenntschreibung (kennen lernen vs. kennenlernen): Hier können zwar Erwachsene die zusammengeschriebenen alten Wörter besser verarbeiten, Kinder hingegen die neu auseinander geschriebenen. Einerseits wird für die konsequente Umsetzung einer einheitlichen Schreibweise vor allem im Sinne der Kinder plädiert, andererseits auf die Notwendigkeit empirischer Studien zur Absicherung theoretischer Vorüberlegungen hingewiesen.


Reading after the German spelling reform

Abstract. Ten years ago the decision was made to reform German spelling. In an eye movement study we examined which kind of effects the spelling reform had on reading performance. In addition to eye movement data from adults, we recorded children’s eye movements during reading. Overall, the results provide no indication for a negative influence of the spelling reform on word processing. However, for words of the category “conservation of the root in compounds” (e.g., Balletttänzerin vs. Balletttänzerin) children as well as adult readers showed better reading performance with the old spelling. Moreover, we observed mixed results for the parted writing (e.g., kennen lernen vs. kennenlernen): Adult readers showed a better reading performance for old (i.e., combined) words, but children for new (i.e., separately written) words. On the one hand, we argue for a consequential implementation of a consistent orthography for the sake of children who are learning to read and write; on the other hand, we emphasize the necessity of empirical studies to examine the theoretical considerations underlying the reform.

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