Item type:Thesis, Open Access

Intervention bei der Lese-Rechtschreibstörung- Entwicklung und Evaluation eines phonologischen Trainingsprogramms für rechtschreibschwache Grundschüler der 2. bis 4. Klasse

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Date

2003-04-28

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Philipps-Universität Marburg
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Abstract

In the present study a 12 weeks training programm of phonological awareness was developed an evaluated for 2 nd to 4 th grade children with dyslexia. In relation to the results of the actual research the definition of phonological awareness was explained. Phonological awareness is defined as the ability to work with different parts of literature, especially phonemsynthesis and phonemanalysis. Children with dyslexia have significant deficits in phonological awareness, phonological awareness is a positive predictor for later reading and spelling abilities. Training of phonological awareness with dyslexic children can increase their phonological abilities and in some studies also their reading and spelling abilities. The following study describes the effect of a phonological training to reading and spelling abilities of dyslexic children. 10 children ( 3female/ 7male) were trained 12weeks long, 2 times per week for 45 minutes. The achievement increased in phonological awareness, no increasement in spelling and reading was found. The evalued self-confidence of the children in respect to their reading and spelling disorder decreased after the intervention and the success in training depends on the motivation of the children. The results show that phonological awareness can be trained, but there is no clear result in respect to a transfer-effect to reading and spelling ability.

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Dates
Created: 2003Issued: 2003-04-28Updated: 2018-06-29
DOI
https://doi.org/10.17192/z2003.0309
Faculty
Medizin
Publisher
Philipps-Universität Marburg
Language
ger
Data types
DoctoralThesis
Keywords
legastheniephonologische Bewußtheitdyslexiaphonological awareness
DFG-subjects
phonologische Bewußtheitlegasthenieintervention
DDC-Numbers
610
License
https://rightsstatements.org/vocab/InC-NC/1.0/
URI
https://open.uni-marburg.de/handle/10.17192/z2003.0309
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Seidler, Tobias: Intervention bei der Lese-Rechtschreibstörung- Entwicklung und Evaluation eines phonologischen Trainingsprogramms für rechtschreibschwache Grundschüler der 2. bis 4. Klasse. : Philipps-Universität Marburg 2003-04-28. DOI: https://doi.org/10.17192/z2003.0309.

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This item has been published with the following license: In Copyright