Testverfah - Bundesverband Legasthenie und Dyskalkulie eV

15. Kongress des Bundesverbandes Legasthenie Abstractband
Grapheme-phoneme association training as a preventive intervention of reading
disorder
*Heikki Lyytinen
University of Jyväskylä, Department of Psychology, Jyväskylä, Finnland
Results of the Jyväskylä Longitudinal study of Dyslexia (JLD) project reveal that readers
in a highly regular orthography such as Finnish show atypical speech perception
from a very early age. This is compatible with the explanation of dyslexia which
locates the core difficulty to the inefficiencies of processing phonemic information
which compromises learning and fluent retrieval of the results from the memory.
This, in fact, has been observed in a learning environment (computer game) that we
have built in order to observe and treat at risk children who are identified using the
predictive indices documented by the JLD study. The JLD revealed e.g. that children
who were unable to acquire reading skill comparably with the majority of children
entering school had shown increasing delay in letter knowledge before school. Letter
knowledge was clearly more accurate predictor of early reading acquisition than
phonological skills or rapid serial naming. This game drills grapheme-phoneme associations
(from letters to pseudoword unit sizes) helping most children to learn decoding
skills relatively quickly (with less than three hours of gaming). Children who
are at familial risk and/or have poor letter knowledge tend to require clearly more
training time. This shows that it is learning which is compromised in reading disorder
and, of course, this is no surprise. The more novel aspect is that such a very simple
but highly adaptive game which incites children to play is effectively helping children,
independent of their difficulties. Results of preventive gaming given at the beginning
of children’s learning career will be reviewed with special emphasis on the detailed
illustration of the manifestations of the learning deficit.
Korrespondenzautor: Heikki Lyytinen
Heikki.Lyytinen@psyka.jyu.fi
++358 14 2602863, ++358 14 2604400
Das Münsteraner Screening -
frühe schulinterne Erfassung der Voraussetzungen des Schriftspracherwerbs
*Gerd Mannhaupt
Universtiät Erfurt, Fachgebiet für Grundschulpädagogik und Kindheitsforschung, Erfurt, Deutschland
Spätestens seit der Einführung des jahrgangsübergreifenden Unterricht in der Schuleingangsphase
erscheint es notwendiger denn je, dass eine Lehrkraft in die Lage
versetzt wird die notwendigen Informationen, die für eine Differenzierung des Unterrichts
notwendig sind, qualitativ angemessen aber auch ökonomisch zu erfassen.
Mit dem Münsteraner Screening liegt ein Verfahren vor, mit dem in den ersten
Wochen der ersten Klasse Kinder identifiziert werden sollen, die den Schriftspracherwerb
nicht mit den notwendigen Voraussetzungen beginnen. Mit dem Verfahren
können in Gruppen bis zu acht Kindern in den ersten vier Wochen nach Schulbeginn
in phonologischer Bewusstheit und Aufmerksamkeits- und Gedächtnisleistungen
untersucht werden. Die Aufgaben umfassen im Einzelnen Reimen, Wörter-Reihen-
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