{"id":{"repo_id":"aachen","oai_identifier":"oai:publications.rwth-aachen.de:50144"},"canonical_url":"https://search.dev.ndltd.org/etd/aachen/oai:publications.rwth-aachen.de:50144","repository":{"repo_id":"aachen","name":"RWTH Aachen University","base_url":"https://publications.rwth-aachen.de/oai2d"},"display":{"title":"Prädiktoren des Schriftspracherwerbs im Deutschen","abstract":"Determining the prerequisites of the process of successful reading acquisition is a central area of research interest. In a multitude of studies, numerous cognitive skills were determined as having impact on reading acquisition. As the research in large part originates from English speaking countries, the discussion relates predominantly to the English orthographic system. But there is a growing number of studies suggesting an interdependence between the acquisition and the appearance of difficulties in reading and writing as well as the specific orthographic systemto be learned. According to the presumptions of this branch of research the development of literacy skills differs as a function of the orthographic depth. In this respect it is essential to question the findings from studies conducted with English-speaking children results concerning their appropriateness to the German orthographic system and to develop new paradigms to improve the quality of prediction of reading difficulty. Accordingly this study uses already established predictors complemented by newly developed methods based on innovative theoretical considerations as well as on empirical results from research concerning reading acquisition and dyslexia. Promising predictors are early literacy skills, phonological awareness skills, naming speed and working memory capacity. The selection and development of predictor-tasks to determine musical awareness, learning potential and picture naming speed made an important part of this study. Particular attention was given to the development of a method determining the elementary and elaborated symbol acquisition. The impact of the specific preschool skills was measured by using a longitudinal design with two test times (pre- and post- reading instruction). Dominance analyses were calculated to determine the relative impact of the specific predictors. Data analysis was further completed by a classification procedure. The quality of prediction was analyzed for the predictor variables elementary symbol acquisition and risk points of Bielefeld Screening. Although the prediction battery in this study involved a wide range of cognitive abilities, the results of the dominance analyses determines three variables as most influential and having a consistent impact on the various outcome measures: elementary symbol acquisition, naming speed measured by rapid naming of the colour of incongruently coloured objects, and early literacy. The findings do not confirm phonological awareness skills as a core deficit in reading acquisition, as these skills only account for a minimal proportion of variance in writing ability at the end of first class. This indicates that the predictive quality of phonological awareness skills in German is reduced possibly because of the relative transparency of the German orthographic system compared to the English orthographic system. Elementary symbol acquisition, measured by the paradigm of the visual-verbal paired associate learning, turns out to be one of the best predictors of reading and writing acquisition at the end of first grade. In addition, the impact of early literacy and naming speed was confirmed. Results of the classification procedure support the practical usage of the elementary symbol acquisition in early diagnostics of children at risk of developing difficulties in reading and writing. Students with deficits in literacy skills were in large part classified correctly by means of their results in the elementary symbol acquisition task. Overall the study underlines the importance of a general and language specific understanding of the prerequisites and the process of reading acquisition to improve early diagnostic and therefore early remediation of reading difficulties.","abstract_html":"Determining the prerequisites of the process of successful reading acquisition is a central area of research interest. In a multitude of studies, numerous cognitive skills were determined as having impact on reading acquisition. As the research in large part originates from English speaking countries, the discussion relates predominantly to the English orthographic system. But there is a growing number of studies suggesting an interdependence between the acquisition and the appearance of difficulties in reading and writing as well as the specific orthographic systemto be learned. According to the presumptions of this branch of research the development of literacy skills differs as a function of the orthographic depth. In this respect it is essential to question the findings from studies conducted with English-speaking children results concerning their appropriateness to the German orthographic system and to develop new paradigms to improve the quality of prediction of reading difficulty. Accordingly this study uses already established predictors complemented by newly developed methods based on innovative theoretical considerations as well as on empirical results from research concerning reading acquisition and dyslexia. Promising predictors are early literacy skills, phonological awareness skills, naming speed and working memory capacity. The selection and development of predictor-tasks to determine musical awareness, learning potential and picture naming speed made an important part of this study. Particular attention was given to the development of a method determining the elementary and elaborated symbol acquisition. The impact of the specific preschool skills was measured by using a longitudinal design with two test times (pre- and post- reading instruction). Dominance analyses were calculated to determine the relative impact of the specific predictors. Data analysis was further completed by a classification procedure. The quality of prediction was analyzed for the predictor variables elementary symbol acquisition and risk points of Bielefeld Screening. Although the prediction battery in this study involved a wide range of cognitive abilities, the results of the dominance analyses determines three variables as most influential and having a consistent impact on the various outcome measures: elementary symbol acquisition, naming speed measured by rapid naming of the colour of incongruently coloured objects, and early literacy. The findings do not confirm phonological awareness skills as a core deficit in reading acquisition, as these skills only account for a minimal proportion of variance in writing ability at the end of first class. This indicates that the predictive quality of phonological awareness skills in German is reduced possibly because of the relative transparency of the German orthographic system compared to the English orthographic system. Elementary symbol acquisition, measured by the paradigm of the visual-verbal paired associate learning, turns out to be one of the best predictors of reading and writing acquisition at the end of first grade. In addition, the impact of early literacy and naming speed was confirmed. Results of the classification procedure support the practical usage of the elementary symbol acquisition in early diagnostics of children at risk of developing difficulties in reading and writing. Students with deficits in literacy skills were in large part classified correctly by means of their results in the elementary symbol acquisition task. 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In a multitude of studies, numerous cognitive skills were determined as having impact on reading acquisition. As the research in large part originates from English speaking countries, the discussion relates predominantly to the English orthographic system. But there is a growing number of studies suggesting an interdependence between the acquisition and the appearance of difficulties in reading and writing as well as the specific orthographic systemto be learned. According to the presumptions of this branch of research the development of literacy skills differs as a function of the orthographic depth. In this respect it is essential to question the findings from studies conducted with English-speaking children results concerning their appropriateness to the German orthographic system and to develop new paradigms to improve the quality of prediction of reading difficulty. Accordingly this study uses already established predictors complemented by newly developed methods based on innovative theoretical considerations as well as on empirical results from research concerning reading acquisition and dyslexia. Promising predictors are early literacy skills, phonological awareness skills, naming speed and working memory capacity. The selection and development of predictor-tasks to determine musical awareness, learning potential and picture naming speed made an important part of this study. Particular attention was given to the development of a method determining the elementary and elaborated symbol acquisition. The impact of the specific preschool skills was measured by using a longitudinal design with two test times (pre- and post- reading instruction). Dominance analyses were calculated to determine the relative impact of the specific predictors. Data analysis was further completed by a classification procedure. The quality of prediction was analyzed for the predictor variables elementary symbol acquisition and risk points of Bielefeld Screening. Although the prediction battery in this study involved a wide range of cognitive abilities, the results of the dominance analyses determines three variables as most influential and having a consistent impact on the various outcome measures: elementary symbol acquisition, naming speed measured by rapid naming of the colour of incongruently coloured objects, and early literacy. The findings do not confirm phonological awareness skills as a core deficit in reading acquisition, as these skills only account for a minimal proportion of variance in writing ability at the end of first class. This indicates that the predictive quality of phonological awareness skills in German is reduced possibly because of the relative transparency of the German orthographic system compared to the English orthographic system. Elementary symbol acquisition, measured by the paradigm of the visual-verbal paired associate learning, turns out to be one of the best predictors of reading and writing acquisition at the end of first grade. In addition, the impact of early literacy and naming speed was confirmed. Results of the classification procedure support the practical usage of the elementary symbol acquisition in early diagnostics of children at risk of developing difficulties in reading and writing. Students with deficits in literacy skills were in large part classified correctly by means of their results in the elementary symbol acquisition task. 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As the research in large part originates from English speaking countries, the discussion relates predominantly to the English orthographic system. But there is a growing number of studies suggesting an interdependence between the acquisition and the appearance of difficulties in reading and writing as well as the specific orthographic systemto be learned. According to the presumptions of this branch of research the development of literacy skills differs as a function of the orthographic depth. In this respect it is essential to question the findings from studies conducted with English-speaking children results concerning their appropriateness to the German orthographic system and to develop new paradigms to improve the quality of prediction of reading difficulty. Accordingly this study uses already established predictors complemented by newly developed methods based on innovative theoretical considerations as well as on empirical results from research concerning reading acquisition and dyslexia. Promising predictors are early literacy skills, phonological awareness skills, naming speed and working memory capacity. The selection and development of predictor-tasks to determine musical awareness, learning potential and picture naming speed made an important part of this study. Particular attention was given to the development of a method determining the elementary and elaborated symbol acquisition. The impact of the specific preschool skills was measured by using a longitudinal design with two test times (pre- and post- reading instruction). Dominance analyses were calculated to determine the relative impact of the specific predictors. Data analysis was further completed by a classification procedure. The quality of prediction was analyzed for the predictor variables elementary symbol acquisition and risk points of Bielefeld Screening. Although the prediction battery in this study involved a wide range of cognitive abilities, the results of the dominance analyses determines three variables as most influential and having a consistent impact on the various outcome measures: elementary symbol acquisition, naming speed measured by rapid naming of the colour of incongruently coloured objects, and early literacy. The findings do not confirm phonological awareness skills as a core deficit in reading acquisition, as these skills only account for a minimal proportion of variance in writing ability at the end of first class. This indicates that the predictive quality of phonological awareness skills in German is reduced possibly because of the relative transparency of the German orthographic system compared to the English orthographic system. Elementary symbol acquisition, measured by the paradigm of the visual-verbal paired associate learning, turns out to be one of the best predictors of reading and writing acquisition at the end of first grade. In addition, the impact of early literacy and naming speed was confirmed. Results of the classification procedure support the practical usage of the elementary symbol acquisition in early diagnostics of children at risk of developing difficulties in reading and writing. Students with deficits in literacy skills were in large part classified correctly by means of their results in the elementary symbol acquisition task. Overall the study underlines the importance of a general and language specific understanding of the prerequisites and the process of reading acquisition to improve early diagnostic and therefore early remediation of reading difficulties."],"dc:identifier":["https://publications.rwth-aachen.de/record/50144","https://publications.rwth-aachen.de/search?p=id:%22RWTH-CONV-112699%22"],"dc:language":["ger"],"dc:publisher":["Publikationsserver der RWTH Aachen University"],"dc:relation":["info:eu-repo/semantics/altIdentifier/urn/urn:nbn:de:hbz:82-opus-24120"],"dc:rights":["info:eu-repo/semantics/openAccess"],"dc:source":["Aachen : Publikationsserver der RWTH Aachen University V, 233 S. : Ill., graph. Darst. (2008). = Aachen, Techn. 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