Project summary:

For decades, research and practice on the acquisition of writing in school has repeatedly addressed the question of the appropriate method of teaching (e.g. reading-by-writing) that proves to be particularly effective for children's learning to read and write. The project "WibaLeS" (Professional Knowledge of Teachers, Quality of Teaching and Learning Progress of Pupils in Basic Reading and Writing Classes) investigates to what extent it is not the method of teaching but the quality of teaching and its subject-specific differentiation as well as the subject-specific professional teacher knowledge that determine children's learning in basic reading and writing classes.

WibaLeS builds on the research on the basic dimensions of teaching quality and differentiates them according to subject. A comprehensive survey inventory (including lesson observations) is developed and used. Professional teacher knowledge is differentiated into subject-specific, subject-didactic and pedagogical knowledge and examined specifically for basic reading and writing instruction with the help of a newly developed procedure (Hanke et al., 2018). The students' acquisition of written language will be assessed at the beginning of the second school year over three measurement points using an established procedure. A sample of 120 teachers and their classes at 60 primary schools in the Cologne region will be targeted, so that differentiated statements can be made about the connection between teacher knowledge, teaching quality and learning progress of the primary school children.

Two overarching questions guide the "WibaLeS" project:

1. Can learning progress of pupils in basic reading and writing lessons be better explained by features of teaching quality (classroom management, subject-specific differentiated support and cognitive activation) than by the respective teaching method used?
2. Can characteristics of the quality of teaching be explained by the professional knowledge of the teachers and can an indirect influence of this knowledge on the learning progress of the pupils in basic reading and writing lessons be proven?

The project "WibaLeS" is expected to provide important insights into the initial teaching of written language in primary schools, which will be of particular relevance for the relevant professional and teaching research related to the primary level due to the domain- and target group-specific treatment. However, the project results will also contain important practical implications in view of increasing heterogeneity at the primary level and the importance of language education.

Project specific preparatory work (selection):

• Hanke, P., König, J., Becker-Mrotzek, M., Bellmann, A. K., Pohl, T., Schabmann, A., Schmitt, R. & Strauß, S. (2018). Professionelle Kompetenzen von (angehenden) Lehrkräften zum basalen Lesen- und Schreibenlernen - ein interdisziplinäres Projekt. In S. Miller, B. Holler-Nowitzki, B. Kottmann, S. Lesemann, B. Letmathe-Henkel, N. Meyer, R. Schroeder & K. Velten (Hrsg.), Profession und Disziplin. Grundschulpädagogik im Diskurs (S. 172-177). Wiesbaden: Springer VS. Download PDF
• Hanke, P., König, J., Jäger-Biehla, D., Pohl, Th., Schabmann, A., Becker-Mrotzek, M., Träuble, B., & Schmitt, R. (2019). Professionelles Wissen von Lehramtsstudierenden zum basalen Lesen- und Schreibenlernen - ein interdisziplinäres Projekt. In C. Donie, F. Foerster,  M. Obermayr,  A. Deckwerth, G. Kammermeyer, G. Lenske, M. Leuchter, & A. Wildemann (Hrsg.), Grundschulpädagogik zwischen Wissenschaft und Transfer (S. 52-58). Springer: VS.

Project publication (Journal articles and edited books):

• Bruckmann, C., Glutsch, N., Pohl, T., Hanke, P. & König, J. (2019). Notwendiges Professionswissen für den basalen Lese- und Schreibunterricht aus der Sicht von Experten der Lehrerausbildung. Lehrerbildung auf dem Prüfstand, 12 (1), 5-18.

Presentations:

• Hanke, P., König, J., Pohl, T., Becker-Mrotzek, M., Schabmann, A. & Träuble, B. (2019). Professionelles Wissen von (angehenden) Lehrkräften zum basalen Lese- und Schreibunterricht in der Grundschule – DFG-Projekt WibaLeS. Vortrag zur 7. Jahrestagung der GEBF an der Universität zu Köln, 27.02.2019.
• Hanke, P., König, J., Pohl, T., Jäger-Biehla, D., Becker-Mrotzek, M., Schabmann, A., & Träuble, B. (2018). Entwicklung des professionellen Wissens von Lehramtsstudierenden zum Schrifterwerb. Vortrag zur 27. Jahrestagung der DGfE-Kommission Grundschulforschung an der Universität Frankfurt, 26.09.2018.
• Hanke, P., König, J., Pohl, T., Jäger-Biehla, D., Becker-Mrotzek, M., Schabmann, A., & Träuble, B. (2017). Professionelles Wissen von Lehramtsstudierenden zum basalen Lesen- und Schreibenlernen - ein interdisziplinäres Projekt. Vortrag zur 26. Jahrestagung der DGfE-Kommission Grundschulforschung an der Universität Koblenz-Landau, 28.09.2017.
• Hanke, P., König, J., Pohl, T., Becker-Mrotzek, M., Bellmann, A. K., Schabmann, A., Schmitt, R., & Strauß, S. (2016). Professionelle Kompetenzen von angehenden Grundschullehrkräften zum basalen Lesen- und Schreibenlernen - ein interdisziplinäres Projekt. Vortrag zur 25. Jahrestagung der DGfE-Kommission Grundschulforschung an der Universität Bielefeld, 28.09.2016.

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