Renate Valtin

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Renate Valtin (born September 20, 1943 in Winterberg ) is a German educational scientist. She is the author of books on the subject of written language acquisition and dyslexia and the founder of Valtin's gradual model of written language acquisition.

Life

Renate Valtin studied German , Romance studies , psychology and education in Cologne and Hamburg from 1962 to 1966 . She passed her first teacher examination for elementary and secondary school in Hamburg. She received a doctoral scholarship from the Volkswagenwerk Foundation from 1966 to 1968 and did her doctorate in educational sciences with Roeder at the philosophical faculty of the University of Hamburg . From 1969 to 1975 she was a research assistant there.

Services

In 1974 she received a visiting professorship at Buffalo University in New York. She then held an educational science professorship at the PH-Berlin with a focus on pre-school education and school entry level from 1975 until the integration of the PH in 1980 and went to the Free University of Berlin . Since 1992 she has been a professor in the primary school education department at the Humboldt University in Berlin . From 1982 to 1996 she chaired the primary school association working group and from 1988 to 1999 she was the editor of the series of articles on the reform of the primary school . Since 1990 she has been a member of the Berlin Education Council . Since 1994 she has been working on the conception of primary level teacher training within the framework of the Potsdam model of teacher training. Valtin is President of the German Society for Reading and Writing and gives lectures. In the same year she was elected expert reviewer for the German Research Foundation in Munich and is a member of the German Youth Institute . The list of her publications includes about 250 texts. From 2001 to 2004 Valtin was a member of the IGLU 2001 consortium (International Primary School Reading Study). Her work focuses on dyslexia , written language acquisition , social-cognitive and moral development of children and adolescents (concepts of friendship, punishment, lies, politeness, secret), gender-specific socialization and co-education and primary school pedagogical topics for performance evaluation and integration of disabled children.

Valtin's step model for reading and writing

The stage model implies a new model of defects . Errors are necessary and often sensible approaches to the subject matter. Paradoxically, they can also signal progress in developing written language skills.

step Skills and Insights Read Write
1 Imitation of external behavior "Reading as if" Scribble
2 Knowledge of individual letters based on figurative features Guess words based on visual characteristics of letters or parts. z. B. Company names Painting rows of letters and painting the name
3 Initial insight into the relationship between letters and sounds, knowledge of some letters / sounds Naming of sound elements often based on the initial letter, depending on context Writing of sound elements ( initial sound , concise sound at the beginning of the word), "skeletal writing "
4th Insight into the letter-sound relationship Reading letters by letter (translating letters and series of sounds), occasional understanding of meaning Phonetic spelling according to the principle "write as you speak"
5 Use of orthographic or linguistic structural patterns Advanced reading, use of larger units (e.g. multi-part characters, syllables , endings such as -en and -er) Use of orthographic patterns (e.g. -en, -er, umlauts ), occasionally incorrect generalizations
6th Automation of sub-processes Automatic word recognition and hypothesis generation Developed knowledge of orthography

Awards

  • 1974: Institute of Reading Research Fellowship Award from the International Reading Association
  • 2000: Appointment to the Reading Hall of Fame
  • 2005: William S. Gray Citation of Merit Award from International Reading

Fonts (small selection)

  • Competence models of orthography; Berlin: DGLS, 2009
  • What is a good report card ?; Weinheim: Juventa-Verl., 2002
  • Learn to spell in grades 1 - 6; Frankfurt am Main: Primary School Association, 2000
  • Friendship and love; Donauwörth: Auer, 1997, 1st edition.
  • Women go to school; Frankfurt am Main: Working Group Grundsch., 1996, 2nd, amend. and exp. Ed.
  • See the world through the eyes of children; Berlin: Humboldt-Univ., 1996
  • Violence and Aggression: Challenges for Elementary School; Frankfurt am Main: Working Group Grundsch., 1995
  • Writing is important! Frankfurt am Main: Working Group Grundsch., 1986
  • Live together - learn together; Frankfurt am Main: Grundsch. Working group, 1984
  • Dyslexia in science and teaching; Darmstadt: Scientific Book Society, 1981
  • Promotion of dyslexic children in school; (and Malmquist, Eve) - Weinheim, Basel: Beltz, 1974
  • Introduction to Dyslexia Research; Weinheim, Basel: Beltz, 1973
  • Dyslexia, Theories and Studies; Weinheim, Basel: Beltz, 1973, 2nd, through. Ed.
  • Dyslexia; Hamburg, 1970

Web links

Individual evidence

  1. ^ Valtin, Vita on the HU homepage; Accessed May 4, 2011 ( Memento of the original from April 15, 2012 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. @1@ 2Template: Webachiv / IABot / www.renate-valtin.de
  2. ↑ Prof. Dr. Renate Valtin Retrieved March 17, 2013 ( Memento February 10, 2012 in the Internet Archive )
personal data
SURNAME Valtin, Renate
BRIEF DESCRIPTION German educationalist
DATE OF BIRTH September 20, 1943
PLACE OF BIRTH Winterberg