Aachen funding diagnostic spelling error analysis
The Aachen Funding Diagnostic Spelling Error Analysis ( AFRA ) is a linguistically based method for the analysis of spelling errors developed by Herné & Naumann (2016). The aim of the procedure is to determine those structural areas of the writing system in which students still have difficulties learning to spell. The results of the analyzes are presented in the form of spelling profiles, which form the basis for planning and evaluating specific school or extracurricular support measures. Since 2010 the method has been used by the Institute for Quality Development in Education (IQB) at the Humboldt University in Berlin in the competence area "Spelling" for the development and evaluation of nationwide comparative studies in the primary and secondary levels (VERA) .
Theoretical foundations
Unlike some earlier approaches (for example, Bischoff 1971 Stupid Smoch 2000, Müller 1990, Weimer 1929) to AFRA itself as descriptively oriented process in which cause suspicions withdraw in favor of spelling systematic description of errors. However, if there are long-term difficulties in the course of the writing process, the results of the analyzes can provide indications of possible central or peripheral functional disorders (for example: disorders of speech motor skills, auditory or visual perception, etc.). In the two-dimensional analysis grids, the individual spelling phenomena are classified on the one hand according to the description levels on which they are based and on the other hand according to the frequency of occurrence of the spelling phenomena concerned.
Linguistic description levels
According to AFRA, the German orthography can be understood as a hierarchically ordered system of principles and their associated rules of increasing complexity. The upside-down pyramid is intended to indicate that longer linguistic segments are the focus of analysis on higher levels than on lower levels. The analysis of writing samples is carried out using 16 error categories, which are derived from the linguistic description levels phonology , morphology and syntax . The orthographic identification of the vowel quantity is understood as a special case and is anchored in the hierarchy between the description levels of phonology and morphology.
Majority and minority letters
In AFRA, the consideration of specific language statistics leads to the differentiation of so-called majority and minority spellings. This frequency-oriented breakdown essentially reflects the distinction between regular cases and exceptions to these regulations. Only on the phonological level does this distinction correspond to the differentiation proposed by Thomé (2010) for structuring the inventory of phoneme-grapheme correspondences in German between basic graphemes (for example: <f> for / f /) and orthographemes (for example: <v > for / f /). The concept of majority and minority spellings is broader, however, and includes regulations above the level of the basic phoneme-grapheme correspondences.
In AFRA, for example, the spelling of the final sound hardening by <d> in <friedlich> is regarded as majority spelling, since the spelling that deviates from the sound [t] - as in the majority of similar cases - is determined by derivation (for example from peace ) can. In a comparatively small number of cases (for example with <d> in <cute>) this is not possible. These cases are therefore considered minority writing in AFRA .
| level | phoneme | Majority spelling | Minority writing | Spelling phenomenon |
|---|---|---|---|---|
| Phonology | / f / | <f> in for | <v> in four | special graphemes |
| Vowel quantity | / i: / | <ie> in it | <ih> in him | long spoken / i: / |
| morphology | / d / | <d> in peaceful | <d> in cute | Final hardening |
| syntax | / l / | <l> in life | <L> in life | Upper or lower case |
Spelling profiles
The results of spell analysis of learning progress are presented in AFRA in the form of spelling profiles. Individual support plans can be derived from them, which enable customized support. In addition, they are used as instruments for evaluating support measures, which are intended to check whether learners have acquired the content dealt with in support and can apply the knowledge they have acquired.
Since different writing samples (spelling tests, dictation texts, essays etc.) contain the spelling phenomena to be analyzed to different extents, the profile values are not based on absolute, but relative frequencies. For this purpose, the error frequencies observed in one of the AFRA categories are each related to the so-called category base rate , which indicates how often a certain spelling peculiarity occurs overall in a writing sample . This ensures that spelling profiles from different writing samples can be compared with one another.
For the majority of spelling tests customary in practice, Herné & Naumann (2016) give the basic rates required for this, so that the percentage error rates can easily be determined using a spreadsheet program, for example.
AFRA tests
Since 2010, a series of tests has been available under the name Kommissar Ix , which has been published by the LRS Center and is specially tailored to support diagnostics according to AFRA (cf. Herné & Löffler 2017, p. 125ff). The tests can be carried out either as a paper-and-pencil test with the aid of a test sheet, which is available for download as a print file, or as an online test.
The evaluation is carried out semi-automatically by specialists from the LRS center . When using a test sheet, the user only needs to transfer the learners' incorrect scripts into the input masks provided online. The generated funding diagnostic findings contain a transparent and comprehensive presentation of the test results, suggestions for creating an individual funding plan and information on proven funding materials.
literature
- Paul Bischoff: Individual treatment of spelling errors. Wolfenbüttel 1971.
- Lisa Dummer-Smoch: The Diagnostic Picture Lists . Screening process for the early detection of reading difficulties in the reading learning process. Manual instruction. 2nd Edition. Veris, Kiel 2000, ISBN 3-89493-015-2 .
- Karl-Ludwig Herné, Carl Ludwig Naumann: Aachen funding diagnostic spelling error analysis - AFRA. Systematic introduction to the practice of error analysis with evaluation aids for a total of 33 standardized test procedures as templates. 5th, completely revised and enlarged edition. Alfa Zentaurus, Aachen 2016, ISBN 978-3-930335-37-4 .
- Karl-Ludwig Herné, Cordula Löffler: LRS: Recognize difficulties - promote skills. A practical handbook for teachers in grades 1–6. Friedrich Verlag, Seelze 2017, ISBN 978-3-7800-4962-9 .
- Peter May: HSP 1-9. Diagnosis of orthographic competence. To record the basic spelling strategies with the Hamburger Schreib-Probe. vpm, Hamburg 2010, ISBN 978-3-923566-96-9 .
- Rudolf Müller: Diagnostic spelling test for 1st grade (DRT 1). Weinheim 1990.
- Günther Thomé, Dorothea Thomé: OLFA 3–9. Oldenburg error analysis for grades 3–9. Instrument and manual. 6th, edited edition. Oldenburg: isb-Fachverlag 2020, € 22.80 [D], ISBN 978-3-942122221 .
- Günther Thomé, Dorothea Thomé: OLFA 1–2. Oldenburg error analysis for grades 1 and 2. Instrument and manual. 5th, revised edition. Oldenburg: isb-Fachverlag 2019, € 16.80 [D], ISBN 978-3-942122-04-7 .
- Hermann Weimer: Psychology of Errors. Volume 1: Writings on error research. Heilbrunn 1929.
- Karl-Ludwig Herné: On the trail of writing acquisition . Spelling diagnostics with "Commissioner Ix". In: Gerd Schulte-Körne, Günther Thomé (Hrsg.): LRS - dyslexia: interdisciplinary. isb-Verlag, Oldenburg 2014, ISBN 978-3-942122-11-5 , pp. 27-46.
Web links
- Internet portal of the LRS Center, Aachen (visited on April 24, 2018).
Individual evidence
- ↑ VERA-3, “Writing” competence area, “Spelling” sub-area, as of February 13, 2013. (PDF; 113 kB) Accessed on August 20, 2013 .
- ↑ VERA-8, Spelling Competence Area, as of April 25, 2012. (PDF; 541 kB) Retrieved April 13, 2016 .