Learning to read German.

Autor/in	Landerl, Karin
Titel	Learning to read German.
Quelle	Aus: Verhoeven, Ludo (Hrsg.); Perfetti, Charles (Hrsg.): Learning to read across languages and writing systems. Cambridge: Cambridge University Press (2017) S. 299-322 PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Illustrationen
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	1-107-09588-3; 978-1-107-09588-5
DOI	10.1017/9781316155752
Schlagwörter	Deutschunterricht; Lesen; Rechtschreibung; Sprachunterricht; Linguistik; Deutsch; Schreiben; Lesenlernen; Leseverstehen; Beschreibung; Sprachentwicklung; Deutsch; Deutschunterricht; Linguistik; Sprachentwicklung; Sprachforschung; Sprachunterricht; Sprachvergleich; Lesen; Lesenlernen; Leseverstehen; Rechtschreibung; Schreiben; Beschreibung
Abstract	This contribution comprises three chapters: 1. Introduction (German and its orthography, Synchronic and diachronic characterization, Literacy and schooling), 2. Description of German and its written forms (Linguistic system, Writing System), 3. Acquisition of reading and spelling in German (Becoming linguistically aware, Development of word identification, Reading Comprehension). In the discussion the final conclusion is drawn as follows: "The combination of consistent grapheme-phoneme correspondences and a systematic phonics teaching approach enables young learners of German orthography to grasp the alphabetic principle with relative ease. Applying this insight efficiently as well as storing and accessing orthographic representations for automatic and fluent reading is the central obstacle. Fortunately, reading fluency is gaining increasing attention, not only in orthographies with consistent grapheme-phoneme correspondences, but also in English. [...] It turns out that the predictive strength of phonological awareness measures for German children's reading development is comparably low and limited to the very early phases when children still struggle with decoding. In the long run, phonological awareness seems to be more strongly associated with orthographic spelling than with reading. Obviously, the simple and straightforward German grapheme-phoneme correspondences allow even children with poor phonological skills to grasp the alphabetic principle. Intense practice in decoding is likely to help children compensate for any early problems. However, when the mappings between spoken and written language are more complex, as is the case for German phoneme-grapheme associations, the relevance of phonological skills for reading and spelling reappears. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2018/3