Petra Bee-Göttsche Phonemische Bewußtheit

wer phonemische Bewußtheit bereits bei Schuleintritt mitbringt und wer nicht. Kinder aus sozial oder kulturell benach­teiligten Familien sind daher in weitaus größerem Maße auf Strategietraining an­

Literatur

Bee, P.& Dumjahn, H.(1987). Wie ist Prävention der Lese-Recht­schreib-Schwäche im Kindergartenalter möglich? Zeitschrift für Heilpädagogik 10, 722-729.

Beech, J.(1987). Early reading development. In T.G. Waller& G.E. MacKinnon(eds.). Reading Research: Advances in Theory and Practice, Vol. 1. New York: Academic Press.

Bosch, B.(1937). Grundlagen des Erstleseunterrichts. Leipzig: Barth.

Bradley, L.& Bryant, P.(1978). Difficulties in auditory organisation as a possible cause of reading backwardness. Nature 271, 746— 747.

Bradley, L.& Bryant, P.(1983). Categorizing sounds and learning to read— a causal connection. Nature 301,419—421.

Bruce, D.(1964). The analysis of word sounds by young children. British Journal of Educational Psychology 34, 158—170.

Bryant& Goswami(1987). Phonological awareness and learning to read. In J. Beech& A. Colley(eds.). Cognitive approaches to read­ing. Chichester(u.a.): John Wiley& Sons.

Calfee, R.C., Lindamood, P.& Lindamood, C.(1973). Acoustic-pho­netic skills and reading— kindergarten through twelfth grade. Jour­nal of Educational Psychology 64, 293-298.

Ehri, L.C.(1979). Linguistic insight: threshold of reading acquisition. In T.G. Waller& G.E. MacKinnon(eds.). Reading Research: Ad­vances in Theory and Practice, Vol. 1. New York: Academic Press.

Ehri, L.& Wilce, L.(1979). The influence of orthography on readers’ conceptualisation of the phonemic structure of words. Applied Psycholinguistics 1, 371-385.

Elkonin, D.(1964). Untersuchungen zur Verbesserung des Unterstu­fenunterrichts. Pädagogik, Heft 12, 1124-1136.

Fox, B.& Routh, D.(1975). Analyzing spoken language into words, syllables and phonemes: a developmental study. Journal of Psycho­linguistic Research 4, 331—342.

Fox, B.& Routh, D.(1976). Phonemic analysis and synthesis as word­attack skills. Journal of Educational Psychology 68, 70—74.

Gleitman, L.& Rozin, P.(1977). The structure and acquisition of reading. I. Relations between orthographies and the structure of language. In A.S. Reber& D.L. Scarborough(eds.). Toward a Psy­chology of Reading. New York: Halsted Press.

Goldstein, D.(1976). Cognitive— linguistic functioning and learning to read in preschoolers. Journal of Educational Psychology 68, 680-688.

Golinkoff, R.(1978). Critique: Phonemic awareness skills and reading achievement. In F. Murray, H. Sharp& J. Pikulsky(eds.). The ac­quisition of reading: Cognitive, linguistic and perceptual prerequi­sites. Baltimore: University Park Press.

Helfgott, J.A.(1976). Phonemic segmentation and blending skills of kindergarten children: Implications for beginning reading acquisi­tion. Contemporary Educational Psychology 1, 157-169.

Henderson, L.(1985). Issues in the modelling of pronounciation as­sembly in normal reading. In K.E. Patterson, J.C. Marshall and M. Coltheart(eds.). Surface Dyslexia: Neuropsychological and cog­nitive studies of phonological reading. London: Erlbaum.

Holden, M.& MacGinitie, W.(1972). Children’s conceptions of word boundaries in speech and print. Journal of Educational Psychology 63,551-557.

Hulme, C.(1987). Reading retardation. In J. Beech& A. Colley(eds.). Cognitive Approaches to Reading. Chichester(u.a.): John Wiley& Sons.

Jehmlich, S.(1971). Das Verfahren der akustischen Analyse— eine linguistische Kritik. Schulc und Hochschulc, 3, 165-180.

Klicpera, C.& Schachner-Wolfram, S.(1987). Entwicklung des meta­linguistischen und phoncmatischen Bewußtscins während des er­sten Schuljahres. Frühförderung interdisziplinär, 6, 26—32.

gewiesen als andere. Der letzte Vorschlag geht deshalb dahin, das zweifelhafte Mo­nopol der Schule auf die Lautstruktur der Sprache zugunsten des Wunsches aufzugeben, allen Kindern, gerade auch

denen aus weniger privilegierten Eltern­häusern, Chancengleichheit beim Start der Schullaufbahn einzuräumen.

Lewkowicz, N.(1980). Phonemic awareness training: what to teach and how to teach it. Journal of Educational Psychology 72, 686— 700.

Lewkowicz, N.& Low, L.(1979). Effects of visual aids and word structure on phonemic segmentation. Contemporary Educational Psychology 4, 238—252.

Liberman, I.Y.(1973). Segmentation of the spoken word and reading acquisition. Bulletin of the Orton Society 23, 65—77.

Liberman, I.Y., Shankweiler, D., Fisher, F.W.& Carter, B.(1974). Ex­plicit syllable and phoneme segmentation in the young child. Jour­nal of Experimental Child Psychology 18, 201-212.

Liberman, I.Y., Shankweiler, D., Liberman, A., Fowler, C.& Fischer, W.(1977). Phonetic Segmentation and Recoding in the beginning reader. In A.S. Reber& D.L. Scarborough(eds.). Toward a psy­chology of reading. Hillsdale, N.J.: Erlbaum.

Lundberg, I., Olofssohn, A.& Wall, S.(1980). Reading and spelling skills in the first school years predicted from phonemic awareness skills in kindergarten. Scandinavian Journal of Psychology 21, 159-173.

Mann, V.A.& Liberman, I.Y.(1984). Phonological awareness and ver­bal short term memory. Journal of Learning Disabilities 17, 592— 599.

Mannhaupt, G.& Jansen, H.(1988). Phonologische Bewußtheit: Auf­gabenentwicklung und Leistungen im Vorschulalter. Universität Bielefeld: Sonderforschungsbereich Prävention und Intervention im Kindes- und Jugendalter(SFB 227).

Moch, A.(in press). Probleme leseschwacher Schüler: Lesen(lernen) besteht nicht nur aus dem Entschlüsseln von Wörtern. Heilpädago­gische Forschung.

Morais, J., Cary, L., Alergria, J.& Bertelson, P.(1979). Does aware­ness of speech as a sequence of phones arise spontaneously? Cog­nition 7, 323-331.

Olofsson, A.& Lundberg, I.(1983). Can phonemic awareness be train­ed in kindergarten? Scandinavian Journal of Psychology 24, 35— 44.

Pratt, A.& Brady, S.(1988). Relation of phonological awareness to reading disability in children and adults. Journal of Educational Psychology 80, 319—323.

Rosner, J.& Simon, D.(1971). The auditory analysis test: an initial report. Journal of Learning Disabilities 4, 384—392.

Schmalohr, E.(1976). Psychologie des Erstlese- und Schreibunterrichts: empirische Beiträge zur Lehrmethodeforschung, entwicklungs­psychologischen Grundlegung, Frühleseproblematik und Lese­Rechtschreib-Schwäche. München— Basel: Ernst Reinhardt,

Share, D., Jorm, A., MacLean, R.& Matthews, R.(1984). Sources of individual differences in reading acquisition. Journal of Educa­tional Psychology 76, 1309—1324.

Skowronek, H.& Marx, H.(1988). Die Bielefelder Längsschnittstudie zur Früherkennung von Risiken der Lese-Rechtschreibschwäche. Universität Bielefeld: Sonderforschungsbereich Prävention und In­tervention im Kindes- und Jugendalter(SFB 227).

Skjelfjord, V.(1976). Teaching children to segment spoken words as an aid in learning to read. Journal of Learning Disabilities 9, 297— 306.

Tunmer, W.& Nesdale, A.(1985). Phonemic segmentation skill and beginning reading. Journal of Educational Psychology 77, 417— 427.

Wallach, M.& Wallach, L.(1976). Teaching all children to read. Chi­cago: University of‘ Chicago Press.

Wallach, L., Wallach, M., Dozier, M.& Kaplan, N.(1977). Poor chil­dren learning to read do not have trouble with auditory discrimi­nation but do have trouble with phoneme recognition. Journal of Educational Psychology 69, 36—39.

HEILPÄDAGOGISCHE FORSCHUNG Band XVI, Heft 1, 1990 29