Reading and writing is one of the most important skills that a person must acquire in order to survive in a society like ours and not be excluded. Life without these skills is almost impossible and comes with a high level of complications and compromises.
In 2003, almost 862 million people were illiterate worldwide. One of the main tasks of a primary school teacher is that he teaches his pupils how to read and write and is able to understand the processes of writing development.
Especially in the last 20 years, experts have increasingly dealt with the topic of written language acquisition. It was not until 1976 that the term written language acquisition was introduced into the German discussion, first by Weigl and later primarily by Brügelmann. Not least because of the PISA studies, society was once again confronted with this topic and its related problems. But how do you actually learn to read and write? What are the requirements for a child to learn to read and write? What stages and phases does it go through?
I would like to deal with these questions in my paper. I will present three development models of written language acquisition in detail and then make a short critical review. I chose the models by Günther, Valtin and Spitta because they are among the most up-to-date development models and were also presented in the advanced seminar “Written Language Acquisition and Spelling”. I would also like to ask myself what development models achieve and why they were chosen for written language acquisition.
Table of contents
1. Introduction
2. Why development models? And what can they do?
2.1 Development model according to Günther
2.2 Written language acquisition according to Spitta
2.3 The step-by-step model of writing development according to Valtin
3. Critical review and conclusion
Bibliography
1. Introduction
Today, reading and writing is one of the most important skills that a person must acquire in order to be able to survive in a society like ours and not to be excluded.
A life without these abilities is virtually impossible and goes hand in hand with a high degree of complications and compromises.
In 2003, almost 862 million illiterate people lived worldwide.1. One of the main tasks of a primary school teacher is2 that he teaches his students how to read and write and can understand the processes of writing development.
Especially in the last 20 years, experts have increasingly dealt with the topic of written language acquisition. It was not until 1976 that the term "acquisition of written language" was introduced into the German discussion, first by Weigl, later mainly by Brügelmann.3
Not least because of the PISA studies, society was again confronted with its related problems on this topic.
But how do you actually learn to read and write? What requirements does a child have to have in order to learn to write and read? What stages and phases does it go through?
These are the questions I would like to deal with in my term paper. I will present three development models of written language acquisition in detail and then make a brief critical review. I have chosen the models of Günther, Valtin and Spitta because they are among the most up-to-date development models and have already been presented in the main seminar "Written language acquisition and spelling".
In addition, I would like to ask myself what development models do and why they have been selected for the acquisition of written language.
2. Why development models? And what can they do?
Whereas in the past one tried to explain the acquisition of written language, for example with the help of the word image theory according to Bormann (1840), today it is the case that one relies more on development models.
Developmental models describe the written language development of the child in its temporal course, so the child goes through different phases or stages in the acquisition of written language. Written language development models assume that not only the child's language acquisition is subject to a development process, but that also the written language acquisition is characterized by qualitatively distinguishable developmental stages.
Especially for educators, the realization that the acquisition of written language is a development process seems important from different perspectives.4 :
1. Individual development processes
Every child is different, needs a different approach, learns differently. Time, space and patience are essential aspects of the acquisition of written language.
2. "Errors" indicate the state of development
Mistakes are part of development and are an important part of it.
3. Determination of the state of development
In order to obtain information about the actual stage of development of a child, unknown words (words that do not appear in his learning vocabulary) can be written or read.
4. Principles and support measures
By determining the level of development can be specifically promoted, for example, to reach the next higher level.
In the development models, written language development is understood as the development of thought and - analogous to the stages of cognitive development of Piaget - assume successive, qualitatively distinguishable stages, on which different strategies are applied in each case.
In the transition from one stage to the qualitatively higher, there may be a "phase of overlap" in which "for more difficult words... the old, more familiar strategy".5 Likewise, "overgeneralizations" can be observed in this transition, which can temporarily even lead to an increase in the number of errors. However, these errors are to be regarded as further development from the point of view of development. If, for example.B a child suddenly writes the first name »Jörn«, which he has so far naively and holistically correctly written, »Jiörn«, this indicates the leap of development to phonetically faithful construction, when »Kino« becomes »Kieno«, the spelling pattern »Illustration of the long i through ie« has been discovered - although in the concrete case not used in accordance with the convention. The further development in written language thinking comes about because the child, as an active learner, constructs an order from his experiences with examples of the written language.
"The lessons in first reading and writing should – this can be taken as a general principle – the independence of the child [...] enable."6
2.1 Development model according to Günther
Günther presented his "step-by-step model of written language acquisition as a development process for written language acquisition" in 1989. It is strongly based on the step model of Uta Frith (1985/86), but Günther supplemented his model with three important phases (the preliteral-symbolic phase, logographic phase and integrative-automated phase). Due to the pronounced parallels between the two models, these are usually summarized and referred to the Frith-Günther model.
Günther's model consists of five two-stage successive phases, which are mutually related to reading and writing. According to Günther, reading (reception) and writing (production) cannot be separated from each other, but they are entangled with each other and are rather dependent on each other. In each of these phases, alternating between the two modalities (reading and writing), a new strategy is applied that brings the acquisition process to a higher level.7.
Günther's model differs from other written language acquisition models in that he deals with the early stages of written language acquisition, which are particularly decisive for the success of the overall process of learning to read and write.8
[...]
1 http://de.wikipedia.org/wiki/Analphabetismus. 28.08.06. 17:26
2 Simply, the male form is always used
3 http://www.uni-regensburg.de/Fakultaeten/phil_Fak_II/Grundschul_Paedagogik/. 31.08.06. 20:17
4 Vgl. Valtin, Renate: Stufen des Lesen- und Schreibenlernens. Schriftspracherwerb als Entwicklungsprozeß. In: Haarmann, Dieter. Handbuch Grundschule (Bd. 2). Fachdidaktik: Inhalte und Bereiche grundlegender Bildung. Weinheim. 1994. S. 83 - 85
5 Spitta, Gudrun: Kinder entdecken die Schriftsprache-Lehrer bzw. Lehrerinnen beobachten die Sprachlernprozesse. In: Valtin, Renate; Naegele, Ingrid. „Schreiben ist wichtig“. Grundlagen und Beispiele für kommunikatives Schreiben(lernen). Arbeitskreis Grundschule e. V.. Frankfurt am Main. 1986. S. 69
6 Valtin, Renate: Levels of learning to read and write. Written language acquisition as a development process. In: Haarmann, Dieter. Handbuch Grundschule (Bd. 2).
7 Günther, Klaus B.: Ein Stufenmodell der Entwicklung kindlicher Lese- und Schreibstrategien. In: Balhorn, Heiko; Brügelmann, Hans: Rätsel des Schriftspracherwerbs. Neue Sichtweisen aus der Forschung. Libelle. Lengwil am Bodensee. 1995. S. 99
8 Sassenroth, Martin: Schriftspracherwerb. Entwicklungsverlauf, Diagnostik und Förderung. Wien. 1998. S. 45
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