Basiskompetenzen im Lesen: Erwerb und schulische Förderung

Abstract

After a presentation of the specific acquisition tasks for reading in L1, Schneider discusses the various developmental models for building up reading competence. He then proceeds to practical educational issues. Children should above all learn to recognize the relations between writing and sound systems and between written and oral communication. This development takes place in various stages, starting from the immediate intake of words as wholes or the progressive perception of their composition of letters, syllables and morphemes to the perception of words as wholes. The opposition between analytic and synthetic approaches to reading has been abandoned in favour of a combined approach. The second part of the article addresses the enhancement of reading competence. In addition to the well-known “hard” exercises (recognizing content, thematic structure etc.), “softer” dimensions to approaching texts are taken into consideration (such as the personal attitudes and emotions). Such an interestguided teaching takes feelings and motivation and communication about them more seriously. It depends on the students’ age as to when these dimensions should play a role in the development of reading. (ed.)