Christa Röber

Christa Röber (* 1946 in Bad Rothenfelde ) is a German educational scientist and language teacher . She was a professor for elementary school education with a focus on 'linguistic beginning lessons' at the PH Freiburg and is currently an associate professor at the German Department (German Linguistics) at the University of Freiburg .

biography

Röber attended the PH Osnabrück from 1966 to 1969. She completed her studies with the teacher examination. From 1972 to 1976 she interrupted her work as a teacher to work on the didactic project at the University of Osnabrück and during this time earned her diploma in educational science . This was followed by a job as a teacher at the Bielefeld laboratory school . From 1978 to 1990 she worked mainly with children from immigrant families in both preparatory and regular classes in Osnabrück. This phase was interrupted by the activity as a school-related employee in the Lower Saxony Ministry of Education, Foreign Students Department, by the five-year management of two-year teacher training courses for teachers who taught foreign students (lower BLK project), and by the activity as a lecturer at the Universities of Osnabrück , Bremen and Dortmund. In 1990 she became a research assistant at the University of Bielefeld , Faculty of Education, where she received her doctorate in 1994 on the subject of "On the tension between open and directed teaching. On the problem of open teaching for written language acquisition". From 1994 to 1995 she took on a substitute professorship at the Institute for Language Didactics at the University of Hamburg and from 1995 to 1996 she was a research assistant in German studies at the University of Paderborn .

In 1996 she was appointed professor for elementary school education, with a focus on linguistic entry-level teaching, at the PH Freiburg. There she took over the management of the teacher training department at the Center for Further Education. In 1999 she founded the “Working Group Orthography and Text Production” (AKOT) with the aim of coordinating various research projects in the areas of orthography, phonetics / phonology , written language acquisition , text production, spelling didactics, multilingualism . She also worked as an external expert in the Sandwich Capacity Program for Teacher Trainers and Facilitators in Primary Education / Literacy in Malawi of the Organization for International Further Education and Development (InWENT) and, on behalf of the Baden-Württemberg State Foundation, led a multiplier qualification for educators who received additional training for the linguistic support of preschool children. Since her retirement in 2012, she has been an associate professor for German studies at the German Department of the University of Freiburg.

From 1983 to 2011 she headed the Association for the Educational Support of Children from Immigrant Families, eV, which in Osnabrück offers migrant children extracurricular language support and their families support in questions of integration.

Since 2014, she has been creating a textbook for primary schools in cooperation with primary school teachers, which implements the features and opportunities of the syllable analysis method ("The Children of Circus Palope"). Its aim is to gradually draw the children’s attention to the formal side of orthographic writing from school entry, taking into account their linguistic analysis options. In doing so, they recognize the serving function of orthography for understanding (reading) texts and they discover the systematics of the written language as the grammar of German, the characteristics of which are marked by orthography. This knowledge can enable them to develop their linguistic skills for both written and oral use of the language.

Research priorities

• Written language acquisition in German for monolingual and multilingual students
• Creation and testing of alternative teaching materials for specific learning groups and regular classes (see: Syllable analysis method )
• Critique of the concept of dyslexia

Publications (selection)

Monographs

• Children's achievements in learning to read and write: Basics of the syllable analysis method. A workbook with exercises. Tailor Hohengehren; Edition: 2 Since 2012 (January 1, 2011). ISBN 3-8340-0618-1 .
• Add. with Müller, Claudia: The development of professional linguistic knowledge as a prerequisite for competent language support for preschool children. An expertise. Robert Bosch Foundation May 2008.
• Röber-Siekmeyer, Christa; Noack, Christina; Dongus, Mareike; Eckert, Thomas: Interim report. Project: Development of a linguistically oriented spelling concept for Alemannic-speaking secondary school students. Freiburg: PH Freiburg (Institute EW1) February 2002.
• Another way to use upper and lower case. Leipzig, Düsseldorf, Stuttgart: Klett-Grundschulverlag 1999.
• Discover the written language. Open class spelling. Weinheim, Basel: Beltz 1997 (3rd edition).

Editorships

• Röber, Christa / Olfert, Helena (eds.): Acquisition of written language and orthography: first reading, first writing. Vol. 2 of the series German Lessons in Theory and Practice (DTP). Baltmannsweiler: Schneider Hohengehren 2015.
• Röber-Siekmeyer, Christa / Tophinke, Doris (eds.): “Font acquisition concepts between linguistics and pedagogy”. Baltmannsweiler: Schneider Hohengehren 2002.
• Tophinke, Doris / Röber-Siekmeyer, Christa; (Ed.): Sharpening writing in focus. For the written representation of linguistic structures in the field of tension between linguistics and didactics. Baltmannsweiler: Schneider Hohengehren 2002.

Articles in professional journals and edited works

• Complete directory
• Initial lesson determined by language structure. In: Grundschulunterricht, 6/1993, pp. 4–7 [References: Zs Paed 168 (PH Freiburg)]
• Deficits in Philipp - or in his teachers? In: Der Deutschunterricht, 2/1994, pp. 54–55 (together with Utz Maas) “Theses: On the current state of orthography didactics and their perspectives”. In: German Society for Reading and Writing (ed.), Lesbar, 1/1994, pp. 4-6
• THE WRITER NAS. What do children learn by “spontaneous writing”, what do they not learn ?, in: Weingarten, Rüdiger / Günther, Hartmut (ed.): Acquisition of written language. Baltmannsweiler: Schneider Hohengehren 1998, pp. 116–150 [Signature: Deu N 560: 56 (PH Freiburg)]
• The importance of writing for phonological analysis in second language acquisition. In: Apeltauer, Ernst u. a. (Ed.): Education for Babylon. Baltmannsweiler: Schneider Hohengehren 1998, pp. 68-77 [Signatures: Paed W 250: 163 (PH Freiburg)]
• Ignoring linguistics in the theory and practice of writing. To reconsider the relationship between pedagogy and phonetics / phonology. In: Zeitschrift für Pädagogik, 46 (2000) 5, pp. 753–771 (with Helmut Spiekermann)
• The myth of sound fidelity. For a different presentation of the font. In: Grundschule 6/2001, pp. 40–42
• Prosodically oriented investigations into the perception of sharpening words by children at the beginning of writing. In: Tophinke, Doris; Röber-Siekmeyer, Christa (ed.): Focus on sharpening writing. Baltmannsweiler: Schneider Hohengehren 2002. pp. 106–143.
• Writing acquisition concepts between pedagogy and linguistics - attempt to determine the current position. In: Röber-Siekmeyer, Christa; Tophinke, Doris (ed.): Concepts of writing acquisition between linguistics and pedagogy. Baltmannsweiler: Schneider Hohengehren 2002. pp. 10-29.
• Fuchs, Mechtild; Röber-Siekmeyer, Christa: Elements of a phonologically determined concept for learning to read and write: the musical emphasis on prosodic structures. In: Röber-Siekmeyer, Christa; Tophinke, Doris (ed.): Concepts of writing acquisition between linguistics and pedagogy. Baltmannsweiler: Schneider Hohengehren 2002. pp. 98–122.
• The development of orthographic skills in a multilingual context. In: Bredel, Ursula; Günther, Hartmut; Klotz, Peter; Ossner, Jakob; Siebert-Ott (Hrsg.): Didactics of the German language. A manual. 1st subband. Paderborn, Munich, Vienna, Zurich: Schöningh 2003. pp. 392–404 (With the collaboration of Maike Bruns, Tatjana Mikhailopoulo and Mina Zinifi)
• Font Acquisition. In: Knapp, Karlfried; Antos, Gerd; Becker-Mrotzek, Michael (Ed.): Applied Linguistics. A textbook. Tübingen, Basel: Francke 2004.
• The system of orthography as a basis for analyzing children's spelling. An empirical study of the writing of the i-sounds. In: Bredel, Ursula; Günther, Hartmut (Hrsg.): Orthography theory and spelling lessons. Tübingen: Niemeyer 2006
• The written language is, as it were, the algebra of language. Necessity and possibility of a systematic acquisition of writing. In: Weinhold, Swantje (Hrsg.): Written language acquisition empirically. Concepts, diagnostics, development. Baltmannsweiler: Hohengehren 2006. pp. 6-43
• Scripture teaches speaking. The introduction of German learners to the articulation of German words and sentences through the systematic use of the orthographic marking system in German. In: daf. Semi-annual publication of the Center for Didactics of the German Language at the University of Siena - Arezzo, 9–10 / 2007, pp. 61–76.
• Crh. Röber "What writing has to do with algebra". In: Achilles and Pighin sewn up and flicked shut! About slip of the tongue, curses, dialects & Co. Dudenverlag, 2008
• Chr. Röber "A syllable analysis of word spellings and their consequences for writing acquisition". In: Renate Valtin / Bernhard Hofmann (eds.) Competence models of orthography DGLS Berlin 2009
• Chr. Röber "The use of orthographic information for reading German words: On the problem of reading lessons in school". In: Madeline Lutjeharms / Claudia Schmidt (eds.). Reading skills in first, second and foreign languages. Tübingen, Narr, 2010 pp. 39–51
• Chr. Röber "Tasks for a teacher training in the sense of building literate knowledge (literacy) through the acquisition of writing". In: Johannes König / Bernhard Hofmann (eds.) "Professionalism of Teachers. DGLS Berlin 2010
• Chr. Röber "Determination of Spelling Competence". In: U. Bredel and T. Reißig "German Lessons in Theory and Practice (DTP)", Volume 5, pp. 509–545, Schneider Verlag Hohengehren 2011
• Chr. Röber "Songs for the expansion of linguistic knowledge in multilingual classes ..." (long) In: I. Gawlitzek, B. Kümmerling-Meibauer: Multilingualism and children's literature. Freiburg 2013
• Chr. Röber “Spelling by reading right. Basics for an alternative concept to the acquisition of writing ". In: Christa Röber / Helena Olfert (eds.). Acquisition of written language and spelling: first reading, first writing. Schneider-Verlag Hohengehren. 2015, 163–226 (slightly abbreviated there)
• Chr. Röber "Concept of a consistent reading didactic". In: Thilo Reißig / Iris Rautenberg (Ed.) Reading. 2015
• Chr. Röber "The concept of spelling through right reading". A contribution to the volume “Written Language Acquisition and Spelling Lessons” in the series “Contributions to the Reform of Primary Schools” by the Primary School Association, 2016
• Chr. Röber "Spelling by reading the law. Basics for an alternative concept to the acquisition of writing". In: Christa Röber / Helena Olfert (eds.). Acquisition of written language and spelling: first reading, first writing. Schneider-Verlag Hohengehren. 2015, pp. 163–226 (slightly abridged there)
• Chr. Röber "Spelling by reading the law. A way to learn comprehensively when acquiring the written language". In: Elementary School 6/2018
• Chr. Röber, Rafaela Häusle, Magdalena Berchtold: "Learning objective: understanding learning when acquiring the written language. Inclusion in the normal heterogeneity of primary schools". 2019
• Chr. Röber, Rafaela Häusle, Magdalena Berchtold: First graders discover orthography as a helper for law reading and spelling. In: R&D. Research journal of the PH Vorarlberg, 29/2019, pp. 47–60

Web links

• The “little house method” makes it possible: Learning to read is so easy Osnabrücker Zeitung December 30, 2001

Individual evidence

1. ↑ https://portal.uni-freiburg.de/sdd/haben/assoziierte/startseite accessed on September 2, 2019
2. ↑ Christa Röber biography