Die Auswirkungen Unterschiedlicher Didaktiken Und Elterlicher Anregungen Auf Den Orthographieerwerb Im Grundschulalter

Die Rolle der Konzeption ‚Lesen durch Schreiben‘ für Rechtschreib- und Leseleistungen, Selbstkonzept und Lernfreude im ersten und zweiten Schuljahr

“…B. Mücke und Schründer-Lenzen 2008;Röhr-Sendlmeier et al 2007). Der Einfluss des Geschlechts ist deshalb möglicherweise insgesamt geringer als angenommen (Jiménez et al 2011;Siegel und Smythe 2005).…”

The role of spontaneous recovery effects in the context of German orthography instruction methods with delayed correction.

“…In a meta-analytic review, Funke (2014) examined 16 empirical studies conducted in German primary school classes (Grades 1–4) and compared classes applying phonological spelling instruction with delayed correction to classes applying a more traditional approach with direct instruction using certain textbooks (in German: Fibel). The review did not yield conclusive findings, possibly due to methodological constraints such as, primarily, particularly small and clustered sample sizes (see e.g., Friedrich, 2010; Röhr-Sendlmeier et al, 2007) or the fact that some of the reviewed studies had the character of case studies that solely relied on students’ and teachers’ reports (Weinhold, 2006). Nevertheless, one recently published longitudinal study by Kuhl (2020) found that, with regard to orthographic skill acquisition, children who learn with a traditional direct instruction approach, which introduces children to written language in a well-structured step by step manner, outperform children who learn with phonological spelling instruction with delayed correction throughout the 4 years of primary school.…”