Spelling errors of children with different language backgrounds
Brief description:
In order to pave the way for children to acquire the written language, it is important to provide them with a sound knowledge of orthography. In order for this to succeed, even for girls and boys with learning difficulties, it is of crucial importance to analyse their spelling mistakes and to adjust the support accordingly. It can be assumed that not all pupils have the same problems. Children and young people who have been alphabetized in a language other than German face very special challenges here. The writing system they are familiar with often has significantly different graphemes and orthographic rules than German. The aim of our project is to analyse numerous texts written by pupils from different backgrounds in order to gain insights into the nature of the orthographic errors. On this basis, we will ultimately develop ways of effectively promoting spelling in risk-prone girls and boys with different mother tongues.
Project partners
Prof. Dr. Malatesha Joshi (Texas A&M University)Dr. Esther Breuer (University of Cologne)
Certified Psychologist Alla Sawatzky (University of Education Heidelberg)
Ongoing qualification work:
Christin Cöppicus (doctorate)
Selected literature:
Breuer, E., Cöppicus, C., Joshi, R. M. & Grünke, M. (2018). Writing and reading competencies of monolingual and bilingual students in Germany. Paper presented at the 16th International Conference of the EARLI Special Interest Group on Writing in Antwerp, Belgium (August, 29-31).Grünke, M., Büyüknarci, Ö., Wilbert, J. & Breuer, E. (2015). To what extent do certain characteristics of a child's written story influence the way it is rated? Insights into Learning Disabilities, 12, 163-177.
Grünke, M. & Coeppicus, C. (2017). Contingency contracting and Its impact on the use of punctuation skills by fifth graders with learning disabilities. Insights into Learning Disabilities, 14, 125-134.