Download PDF
Sprache · Stimme · Gehör 2015; 39(01): 19-23
DOI: 10.1055/s-0034-1370953
Schwerpunktthema
© Georg Thieme Verlag KG Stuttgart · New York

Phonologische Bewusstheit bei 3-Jährigen – Eine Pilotstudie

Phonological Awareness in German-Speaking 3-Year-Olds – A Pilot Study
B. Schäfer
1   Department of Human Communication Sciences, University of Sheffield, UK
,
S. Wessels
2   Logopädische Praxis Gelderland
,
S. Fricke
1   Department of Human Communication Sciences, University of Sheffield, UK
› Author Affiliations
Further Information

Publication History

Publication Date:
28 March 2014 (online)

Also available at
    Permissions and Reprints

Zusammenfassung

Hintergrund:

Die phonologische Bewusstheit (PhB) ist eine wichtige metalinguistische Kompetenz, die eng mit der Sprachentwicklung zusammenhängt. Allerdings gibt es bisher nur wenige Daten, die die PhB im frühen Vorschulalter beschreiben.

Methodik:

Es wurden 33 monolingual deutschsprachige Kinder im Alter von 3;6–3;11 Jahren mit verschiedenen PhB–Aufgaben auf Silben- und Onset-Reimebene untersucht.

Ergebnisse:

Die Aufgaben zur Silbenbewusstheit wurden von fast allen Kindern beherrscht (84,8, 97 bzw. 100% über Rateniveau). Während es den meisten Kindern gelang, Kinderreime zu vervollständigen (90,9%) und Onset-Reime zu synthetisieren (63,3 und 72,9%), fiel vielen das Identifizieren und Produzieren von Reimen schwer (21,2 bzw. 15,1%).

Diskussion:

Die Studie präsentiert Orientierungswerte zur Entwicklung von PhB-Fähigkeiten bei 3-Jährigen. Es wird dabei die Annahme unterstrichen, dass sich die PhB schon in diesem Alter messen lässt, wobei die Leistungen stark von der Aufgabenstellung abhängen.

Abstract

Background:

Phonological awareness (PA) is an important metalinguistic skill which is closely linked to language acquisition. The aim of the study was therefore to assess PA in 3-year-old children.

Method:

33 monolingual German-speaking children aged 3;6–3;11 were assessed. Different syllable- and onset-rhyme-tasks were administered.

Results:

In general, test scores showed high variability. The majority of children successfully completed the syllable awareness tasks (84.8, 97 and 100% above chance level). Results for the onset-rhyme tasks varied considerably. Most children were able to complete verbally presented nursery rhymes (90.9% above chance) and to blend onset-rhymes into words (63.3 and 72.9%, respectively). However, the identification of rhymes (if presented with semantic and phonological distractors) and the production of rhyme words were difficult for many of the children (21.2 and 15.1%, respectively).

Discussion:

Our results underpin the assump­tion that PA is already present at the age of 3 years. Implicit PA skills at syllable level are observable and a considerable number of children are able to successfully complete rhyme awareness tasks. The performance levels seem partly dependent on task demands and instructions.

Schlüsselwörter

phonologische Bewusstheit - Kindergarten - Sprachentwicklung

Key words

phonological awareness - preschool - language acquisition
 

  • Literatur

  • 1 Serry T, Rose M, Liamputtong P. Oral language predictors for the at-risk reader: A review. Int J Speech Lang Pathol 2008; 10: 392-403
    CrossrefPubMedGoogle Scholar
  • 2 Hulme C, Bowyer-Crane C, Carroll JM et al. The causal role of phoneme awareness and letter-sound knowledge in learning to read: Combining intervention studies with mediation analyses. Psychol Sci 2012; 23: 572-577
    CrossrefPubMedGoogle Scholar
  • 3 Lonigan CJ, Burgess SR, Anthony JL et al. Development of phonological sensitivity in 2-to 5-year-old children. J Educ Psychol 1998; 90: 294-311
    CrossrefPubMedGoogle Scholar
  • 4 Anthony JL, Williams JM, Durán LK et al. Spanish phonological awareness: Dimensionality and sequence of development during the preschool and kindergarten years. J Educ Psychol 2011; 103: 857-876
    CrossrefPubMedGoogle Scholar
  • 5 Anthony JL, Francis DJ. Development of phonological awareness. Curr Dir Psychol Sci 2005; 14: 255-259
    CrossrefPubMedGoogle Scholar
  • 6 Fricke S, Schäfer B. Test für Phonologische Bewusstheitsfähigkeiten. Idstein: Schulz Kirchner; 2008
    Google Scholar
  • 7 Carroll JM, Snowling MJ, Hulme C et al. The development of phonological awareness in preschool children. Dev Psychol 2003; 39: 913-923
    CrossrefPubMedGoogle Scholar
  • 8 Burt L, Holm H, Dodd B. Phonological awareness skills of 4-year-old British children: An assessment and developmental data. Int J Lang Com Dis 1999; 34: 311-335
    PubMedGoogle Scholar
  • 9 Raven JC, Bulheller S, Häcker H. Coloured Progressive Matrices. Göttingen: Hogrefe; 2002
    PubMedGoogle Scholar
  • 10 Kauschke C, Siegmüller J. Patholinguistische Diagnostik bei Sprachentwicklungsstörungen (2. Aufl.). München: Elsevier; 2002
    Google Scholar
  • 11 Fox AV. TROG-D (Test for Reception of Grammar – Deutsch). Idstein: Schulz-Kirchner; 2006
    Google Scholar
  • 12 Schaefer B, Fricke S, Szczerbinski M et al. Development of a battery for assessing phonological awareness in German – speaking children. Clin Linguist Phonet 2009; 23: 404-430
    CrossrefPubMedGoogle Scholar
  • 13 Fricke S. Preschool Predictors of Literacy Difficulties in Monolingual German Children and Bilingual Child Learners of German [Dissertation]. Sheffield/Idstein: University of Sheffield/Hochschule Fresenius; 2009
    Google Scholar
  • 14 Muter V, Hulme C, Snowling MJ et al. Phonemes, rimes, vocabulary, and grammatical skills as foundations of early reading development: Evidence from a longitudinal study. Dev Psychol 2004; 40: 665-681
    CrossrefPubMedGoogle Scholar
  • 15 Nunnally JC, Bernstein IH. Psychometric Theory. 3. Aufl New York: McGraw-Hill; 1994
    Google Scholar