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Nervenheilkunde 2008; 27(07): 644-651
DOI: 10.1055/s-0038-1627124
Original- und Übersichtsarbeiten - Original and Review Articles
Schattauer GmbH

Zusammenhänge zwischen kognitiven Variablen und Lese-Rechtschreibleistungen bei Erstklässlern mit Schwierigkeiten im Rechtschreiben

Relations between cognitive skills and reading and spelling performance in first graders with poor spelling abilities
C. Steinbrink
1   Transferzentrum für Neurowissenschaften und Lernen (ZNL), Universität Ulm (Leitung: Prof. Dr. Dr. M. Spitzer)
,
S. Schwanda
1   Transferzentrum für Neurowissenschaften und Lernen (ZNL), Universität Ulm (Leitung: Prof. Dr. Dr. M. Spitzer)
,
K. Vogt
1   Transferzentrum für Neurowissenschaften und Lernen (ZNL), Universität Ulm (Leitung: Prof. Dr. Dr. M. Spitzer)
› Author Affiliations
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Publication History





Publication Date:
20 January 2018 (online)

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Zusammenfassung

In einer Stichprobe aus 30 Erstklässlern mit unterdurchschnittlichen Rechtschreibfähigkeiten wurden Zusammenhänge zwischen Lese-Rechtschreibleistungen und verschiedenen Wahrnehmungs- und phonologischen Verarbeitungsprozessen untersucht. Regressionsanalysen zeigten, dass die Rechtschreibleistung durch die visuelle Wahrnehmung sowie die phonologische Bewusstheit vorhergesagt wurde. Als einziger Prädiktor für die Leseleistung fungierten die Fähigkeiten im Bereich der phonologischen Bewusstheit, welche darüber hinaus mit den Leistungen in der Phonemdiskrimination und im phonologischen Kurzzeitgedächtnis assoziiert waren. Dies könnte bedeuten, dass Phonemdiskrimination und phonologisches Kurzzeitgedächtnis einen indirekten Einfluss auf die Leseentwicklung ausüben. Die vorliegende Studie zeigt, dass sogar in einer recht homogenen und vorausgelesenen Stichprobe von schlechten Rechtschreibern bestimmte kognitive Fähigkeiten mit der Entwicklung des Lesens und Schreibens in Beziehung stehen. Die Ergebnisse sind ein Beleg für die Wichtigkeit der phonologischen Bewusstheit für die frühe Lese-Rechtschreibentwicklung.

Summary

In a sample of 30 German first graders with poor spelling abilities, relationships between performance in reading and spelling and perceptual as well as phonological processing skills were investigated. Regression analyses revealed that spelling was predicted by visual perception and phonological awareness. The only predictor for reading performance were phonological awareness skills, which were also related to phoneme discrimination ability and phonological short term memory, indicating that phoneme discrimination and phonological short term memory might indirectly influence reading development. The current study shows that even in a rather homogenous sample of poor spellers certain cognitive abilities are related to differences in reading and spelling development. Our results highlight the relevance of phonological awareness skills for early reading and spelling development.

Schlüsselwörter

Leseentwicklung - Rechtschreibentwicklung - Wahrnehmungsprozesse - phonologische Verarbeitungsprozesse

Keywords

Reading development - spelling development - perceptual skills - phonological processing skills
 

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