Main content:
Cultural techniques
Course: Children discover the world of written language
Reading and spelling didactics
Admission requirements
STEOP
Semester: 2
Orientation
Cultural techniques
Aim
Learning to write and read are complex cognitive abilities that are developed on the basis of an integrative interaction of kinaesthetic, vestibular, visual, and auditory perceptual abilities. Guiding children on their way to written language means relating to them linguistically in order to further develop oral expression as the basis of thinking through writing. This course develops methods for building reading and writing skills at the word, sentence, and text levels.
Content
- Pre-literacy abilities in the early stages of schooling as well as prerequisites for the acquisition of written language, taking into account the literacy concept
- Models of acquisition of written language in the context of subject didactic literacy acquisition research (also in the context of German as a second language)
- Promotion of basic reading skills and reading comprehension at the word, sentence, and text level
- Basic orthographic knowledge and skill-oriented spelling strategies as well as developmental level-appropriate observation procedures for spelling development
- Target-oriented exercises for the differentiated and individual promotion of spelling skills based on the individual learning starting points as well as developmentally appropriate materials in the area of spelling
- Targeted and explicit introduction of working techniques as a basis for independent discovery and learning
- Self-reflexive approach to spelling in spelling lessons
- Methodological–didactic models for language reflection and language observation, in particular grammar using the linguistically heterogeneous classroom
show detailsshow lessLearning outcomes/skills
The graduates ...
- are able to recognise pre-literacy abilities in the early stages of schooling as well as prerequisites for the acquisition of written language and to make them usable in the classroom
- are familiar with the importance of phonological information processing in the context of the development of reading and spelling skills
- can support children in their individual learning starting points on the basis of knowledge about the influencing factors of literary socialisation
- are familiar with models and concepts of written language acquisition and include current subject didactic research results in the context of German as a second language
- are familiar with phases, levels, and skills in the process of learning to read and can develop individual learning environments that promote reading
- can use developmentally appropriate observation procedures for spelling development on the basis of theoretical and action-oriented basic knowledge
- can apply target-oriented methods and materials for the developmentally appropriate, individual promotion of spelling skills on the basis of ongoing observation
- can teach differentiated working techniques in spelling lessons in order to support pupils in their individual elaboration and learning processes
- are able to use their knowledge of spelling instruction for a language culture that is appropriate to creative and individual learning starting points
- are familiar with the development of language awareness and methodological–didactic models and concepts for language observation, especially German grammar, in the linguistically heterogeneous classroom.
Supra-subject and transversal skills
- Language education
- Intercultural education/multilingualism
- Diversity/inclusion
Teaching and learning methods
Seminar work with literature study
Languages
German, English
Semester hours per week
3
ECTS-AP
5
Category
Scientific discipline / subject didactics
Type of course
Proseminar (pi)
Type of assessment
digit grade
Performance records
- Oral partial performance
- Written partial performance/seminar paper
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