Written language acquisition

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Written language acquisition is a term for the reading and writing learning.

term

Acquisition of written language is a term used in psychology and educational science for the development process of literacy and written language skills. He integrates the dimensions of the aesthetic, the social and the technical in a comprehensive model of “written language acquisition as a way of thinking”.

Written language acquisition was first used in 1976 by the psychologist Egon Weigl for the synthesis of the learning aspects of reading and writing and as an extension of their previously shortened understanding of cultural techniques . In addition to the acquisition of these techniques, "the content, meaning and function of what is written [...] are also considered to be constitutive elements for acquiring the written language."

The acquisition of written language usually takes place incidentally ; also implicit in teaching-learning situations and must be distinguished from models of intentional learning of reading and writing. At the same time, it has been proven that the fundamental psychological processes involved in the acquisition of written language also depend on the specific methods used in early writing and reading lessons. The term has found its way into the basic school curricula of numerous federal states.

Theoretical models of written language acquisition

In 1985, developmental psychologist Uta Frith proposed a three-stage employment model that was widely accepted in research. She named three stages of literacy acquisition: the

  • logographemical (insight into the symbolism of writing),
  • alphabetical (insight into the letter binding and the phonetic relation of writing) and
  • orthographic level (insight into the orthographic regularities of writing) Frith's model became the basis of more differentiated models a. a. by Erika Brinkmann and Hans Brügelmann (1994), Klaus B. Günther (1995) and Renate Valtin (1997).

Written language acquisition is considered to be a development process that is analogous to “primary language acquisition ” (learning to speak); Typically for both are mistakes and over-generalizations in pronunciation and spelling. The majority of the authors consider these errors to be both developmentally necessary and diagnostically fruitful, since they indicate the level of development of the learner.

According to the current state of research, the central cognitive prerequisites for the acquisition of written language are a developed phonological awareness , memory and attention.

Didactics of written language acquisition

Historical reading learning methods

Spelling method

Since the invention of the printing press at the latest, reading has been taught based on the model of movable letters: as a string of letter names. The course usually ran in three stages. First of all, the letter names of the alphabet were learned by heart, and then a manual for reading syllables was completed . Finally, spelling words was combined with reading syllables and whole words . Learners would pronounce the learning word “father” something like this: “Fau-aa: Faa. Tee-ee-er: ter. Faater ”. In 1872 the spelling method was officially banned in Prussia.

Lute method

As early as the first half of the 16th century, the German grammarian Valentin Ickelsamer conceived a reading method that was not based on the letter name, but on the sounds of the spoken word. He put the number of distinguishable sounds in direct relation to the number of letters in a word. Ickelsamer's approach of writing to the spoken language is still considered to be of great importance to today's didactic approaches. However, the lute method was not widely used until almost three hundred years later, after 1802, by the Bavarian school reformer Heinrich Stephani .

Initial keyboard Gio key board

Initial sounding method

A contemporary of Ickelsamer, the Mainz printer Peter Jordan , further developed the phonetic method in his work Leyenschul from 1533 by using the initial sounds of a word to extract sounds. In doing so, he created the first table of sounds , which showed the learners three things: the letter, a true-to-hear written word and a picture (e.g. I - hedgehog - and a picture of a hedgehog ). Jordan's initial sounding method has been used in a wide variety of ways to this day and is constantly being further developed; the modern variants include computer initial sound keyboards or commercial offers such as the letter figures The Alphas .

Natural sound method

Related to the initial sounding method is the method of the pedagogue Johann Amos Comenius , which is often referred to as the natural sound method , which used supposedly “natural” sounds such as animal voices to extract sounds. In his work Orbis sensualium pictus of 1658, Comenius suggested that learners should imitate natural sounds in order to connect sounds and corresponding letters. For example, he showed a picture of a crow , next to it said “Cornix cornicatur. The crow squeaks. á á | Aa " . Can be, despite the criticism that human and animal sounds not really be compared with each other, the natural sound method to this day is fibulas present.

Classic methods

The number of teaching methods for learning to read and write is growing steadily. The so-called dispute over two fundamental positions was characteristic of the 20th century : synthetic (individual) versus analytical (holistic). The synthetic method (which also includes the initial sound method) took the letter or the individual sound as its starting point, while the analytical method used larger (meaning) units such as words or short sentences. Numerous empirical studies could hardly show differences in performance among learners, but they did show qualitative differences in the accumulation of errors, so that the literary language teacher Hans Brügelmann found in 1997 that both methods are "not equally good, but equally bad in order to give children access to writing."

Synthetic method

This method follows a synthesis (= a combination) of sounds and letters to form syllables and words. Their process is usually described in a threefold succession: the stages of sound extraction , sound amalgamation and summarizing reading . For sound extraction include u. a. the above-mentioned initial sound method as well as the natural sound method. The latter, together with the sensory sound method (e.g. [m:] for “delicious” ), was also called the sensory sound method , as they try to assign meaning to individual sounds. The sounds obtained in this way should be pronounced by the learners in quick succession, which in theory leads to a sound amalgamation - possibly supported by phonetic gestures. At the third level of reading , the learners are then able to grasp the whole of the word and its meaning before speaking it.

Analytical method

  • Whole word method : Selected, suitable whole words are presented to the reading learner ( e.g. OMA ) so that the word can be memorized as a word image. In a further step, words are compared (for example oMa and oPa ), whereby letters - parts of words, so to speak - are learned.
  • Whole sentence method
  • Standard rate method

Analytical-synthetic methods

As a consequence of the methodological dispute, so-called analytical-synthetic methods are widespread today , integrating aspects of the analytical and synthetic methods into a new method. What they have in common in the process is that learners first recognize ( analyze ) the sequence of the individual sounds in a spoken word , then assign letters to the sounds being analyzed (create a phoneme-grapheme correspondence ) and finally put the word back together in writing using letters ( synthesize ).

Open learning opportunities

  • The language experience approach according to Brügelmann belongs to the method-integrating procedures. It can contain various open learning offers, the focus is on jointly communicative action or information. Writing occasions are inserted into meaningful situations so that the interests and linguistic experiences of the children can be linked (in contrast to the traditional fibula course in which all children spell the same thing at the same time, for example Fu mag Uta ). For this purpose, children could write their own texts (like an invitation) and let their own interests come into their own; Words that have already been mastered can be used and new words can be written down using the letter table.
  • Children create their own, individual primers
  • When reading by writing (cf. Jürgen Reichen ), beginners write words using a table of sounds . The repeated viable use to incidental grapheme-phoneme correspondence to be learned, so that after some time could be dispensed with (on average a few weeks) to the table of characters. Without reading being an explicit subject of the lesson, the pupils should suddenly be able to read after a few months .

Organizations promoting reading and writing

There are a number of organizations (associations, initiatives) that strive to acquire written language, promote reading and literacy (reading ability) and thus counter illiteracy , illiteracy and dyslexia (reading and spelling disorder).

See also

literature

  • Günther Thomé, Dorothea Thomé: All sounds: overview poster. Basic concept . Oldenburg: isb-Fachverlag 2019, ISBN 978-3-942122276 .
  • Günther Thomé: ABC and other errors about orthography, spelling, LRS / dyslexia. 4th expanded edition. isb-Fachverlag, Oldenburg 2017, ISBN 978-3-942122-23-8 .
  • Katja Siekmann: The connection between reading and (legal) writing. Empirical review of the transfer performance between receptive and productive skills. Dissertation . Lang Verlag, Frankfurt am Main u. a. 2011, ISBN 978-3-631-61837-0 .
  • Ursula Bredel , Astrid Müller, Gabriele Hinney (eds.): Writing system and writing acquisition : linguistic - didactic - empirical. De Gruyter, 2010, ISBN 978-3-11-023224-0 .
  • Hans Brügelmann : Children on the way to writing. 13th edition. 2013.
  • Horst Bartnitzky u. a. (Red.): Reading skills. A reading and work book from the primary school association. 2006.
  • Peter Kühn , Pierre Reding: Acquisition of written language and spelling. Luxembourg 2006, ISBN 2-87995-708-7 .
  • Erika Brinkmann, Hans Brügelmann : Inventing the font. 2nd Edition. Dragonfly paperback, 2005, ISBN 3-909081-85-1 .
  • Helbig, Kirschhock, Martschinke, Kummer: written language acquisition in development-oriented teaching. 2005.
  • Wilhelm Topsch: Basic skills in written language acquisition. Methods and action-oriented practical suggestions. 2., revised. and exp. Edition. Beltz Verlag, Weinheim / Basel 2005, ISBN 3-472-04520-5 .
  • Heiko Balhorn et al. (Ed.): Treasure Chest Language 1 - From the ways of children into writing. 1998.
  • Mechthild Dehn among others: texts and contexts. Writing as a cultural activity in elementary school. 1st edition. Kallmeyer in connection with Klett, Seelze 2011, ISBN 978-3-7800-1077-3 (revision and substantial expansion of the first edition from 1999 by Volk und Welt Verlag, Berlin).
  • Mechthild Dehn: Time for writing. Rework 2006.
  • Jürgen Reichen : Hannah has cinema in her head. 4th edition. 2006.
  • Marion Bergk: Learning to spell right from the start. 3. Edition. 1993.
  • Gudrun Spitta (Ed.): Free writing - going your own way. 1988.
  • Anne Volkmann and Annett Zilger: My primer. Bertuch publishing house. 2018, ISBN 978-3-86397-214-1 .

Web links

Wiktionary: written language acquisition  - explanations of meanings, word origins, synonyms, translations

Individual evidence

  1. ^ Agi Schründer-Lenzen: Acquisition of written language and teaching. VS Verlag für Sozialwissenschaften, Wiesbaden 2009, p. 14.
  2. ^ Egon Weigl: Written language as a special form of speech behavior. In: A. Hofer (Ed.): Learning to read: theory and teaching. Düsseldorf 1976, pp. 82-98.
  3. ^ Agi Schründer-Lenzen: Acquisition of written language and teaching. VS Verlag für Sozialwissenschaften, Wiesbaden 2009, p. 14.
  4. ↑ cf. Stephen Krashen: Second language acquisition and second language learning. Prentice Hall, New York 1988.
  5. ↑ Gerheid Scheerer-Neumann: The acquisition of basic reading and writing skills. In: Hartmut Günther et al. (Ed.): Writing and writing. An interdisciplinary handbook of international research. de Gruyter, Berlin / New York 1994, p. 1153.
  6. ^ Uta Frith: Beneath the surface of developmental dyslexia. In: KE Patterson et al. (Ed.): Surface dyslexia. Hilsdale 1985, pp. 301-327.
  7. ↑ Hans Brügelmann, Erika Brinkmann: Levels of written language acquisition and approaches to its promotion. In: H. Brügelmann, S. Richter (Ed.): How we learn to write correctly. Lengwil 1994, pp. 44-52.
  8. ↑ Klaus B. Günther: A step model of the development of children's reading and writing strategies. In: H. Balhorn, H. Brügelmann (eds.): Riddle of the acquisition of written language. Lengwil 1995, pp. 98-121.
  9. ^ Renate Valtin: Levels of learning to read and write. Written language acquisition as a development process. In: D. Haarmann (Ed.): Handbuch Grundschule. Weinheim / Basel 1997, pp. 76-88.
  10. ↑ Peter May: HSP Hamburg writing sample. Diagnosis of orthographic competence. Hamburg 2000, p. 120 f.
  11. ↑ Topsch, 2005, p. 50.
  12. ^ Prussian Ministry of Spiritual, Educational and Medical Matters : General provisions of the Royal Prussian Minister of Spiritual, Educational and Medical Matters of October 15, 1872, relating to elementary school, preparatory and seminar nature. Berlin 1872.
  13. ↑ Topsch, 2005, p. 51.
  14. ↑ Topsch, 2005, p. 52.
  15. ↑ Topsch, 2005, p. 53.
  16. ↑ Hans Brügelmann: Children on the way to writing. 6th edition. Lengwil, 1997, p. 100.
  17. ↑ cf. in summary Topsch, 2005, pp. 53–56.
  18. ↑ cf. Wilhelm Topsch: Basic skills in written language acquisition: methods and action-oriented practical suggestions. 2., revised. and exp. Edition. Beltz, Weinheim 2005.
  19. ↑ Reading by writing - a method by Jürgen Reichen - ( Teacher Online )