Gerd Mannhaupt& Heiner Jansen- Phonologische Bewußtheit
Literatur
Blachmann, B.A.(1984). Relationship of rapid naming ability and language analysis skills to kindergarten and first-grade reading achievement. Journal of Educational Psychology, 76, 610—622.
Bradley, L.& Bryant, P.(1983). Rhyme and Reason in Reading and Spelling. Ann Arbor: University of Michigan Press.
Breuer, H.& Weuffen, M.(1986). Gut vorbereitet auf das Lesen- und Schreibenlernen? Berlin: Verlag der Wissenschaften, 6. Aufl.
Bruce, D.J.(1964). The Analysis of Word Sounds by Young Children. British Journal of Educational Psychology, 34, 158-170.
Bryant, P.& Bradley, L.(1985). Children’s Reading Problems. Oxford: Blackwell.
Butler, S.R.(1979). Predictive Antecedents of Reading Disability in the Early Years of Schooling. Journal of Special Education, 3, 263-274.
Ehri, L.C.(1980). The role of orthographic images in learning printed words. In: J.F. Kavanagh& R. Venezky(Eds.). Orthography, reading, and dyslexia. Baltimore: University Park Press, 115—170.
Elkonin, D.B.(1963). The psychology of mastering the elements of reading. In: Simon& Simon(Eds.). Educational Psychology in the USSR. London: Routledge, 165—179.
Fox, B.& Routh, D.K.(1975). Analyzing spoken language into words, syllables, and phonemes: A developmental study. Journal of Psycholingusitic Research, 4, 331—342.
Galperin, P.J.(1969). Die Entwicklung der Untersuchungen über die Bildung geistiger Operationen. In: Hiebsch, H.(Hrsg.). Ergebnisse der sowjetischen Psychologie. Stuttgart: Klett, 367—405.
Gleitman, L.R.& Rozin, P,(1977). The structure and acquisition of reading, I: Relations between orthographies and the structure of language. In: A.S. Rebber& D.L. Scarborough(Eds.). Toward a psychology of reading. Hillsdale: Erlbaum, 1-53.
Goldstein, D.A.(1976). Cognitive-linguistic functioning and learning to read in preschoolers. Journal of Educational Psychology, 68, 680-688.
Golinkoff, R.M.(1978). Critique: Phonemic awareness skills and reading achievement. In: F.B. Murray& J.J. Pikulski(Eds.). The acquisition of reading: Cognitive, lingustic, and perceptual prerequisites. Baltimore: University Park Press, 23—41.
Helfgott, J.A.(1976). Phonemic segmentation and blending skills of kindergarten children: Implications for beginning reading acquisition. Contemporary Educational Psychology, 1, 157-169.
Klauer, H.S.(1987). Kriteriumsorientierte Tests. Göttingen: Hofgrefe.
Lewkowicz, N.K.(1980). Phonetic awareness training: What to teach and how to teach it. Journal of Educational Psychology, 72, 686— 700.
Lewkowicz, N.K.& Low, L.Y.(1979). Effects of visual aids and word structure on phonemic segmentation. Contemporary Educational Psychology, 4, 238—252.
Anschriften der Verfasser:
Dipl. Psych. Gerd Mannhaupt
Universität Bielefeld
Fakultät für Psychologie und Sportwissenschaft Postfach 8640
D-4800 Bielefeld 1
Dipl. Psych. Heiner Jansen Universität Bielefeld Sonderforschungsbereich 227 Postfach 8640
D-4800 Bielefeld 1
56
Liberman, I.Y.; Shankweiler, D.; Fischer, W.& Carter, B.(1974). Explicit syllable and phoneme segmentation in the young child. Journal of Experimental Child Psychology, 18, 201-212.
Mann, V.A.& Liberman, I.Y.(1982). Phonological awareness and verbal short-term memory: Can they presage early reading problems? Speech Research, 70, 221—237.
Mattingly, I.G.(1972). Reading, the lingusitic process and linguistic awareness. In: J. Kavanagh& I. Mattingly(Eds.). Language by Ear and Eye. Cambridge, MA.: MIT Press, 133-147.
Morais, J.; Cary, L.; Alegria, J.& Bertelson, P.(1979). Does Awareness of Speech as a Sequence of Phones Arise Spontaneously? Cognition, 7, 323-331.
Rozin, P.& Gleitman, L.R.(1977). The structure and acquisition of the alphabetic principle. In: A.S. Reber& D. L. Scarborough(Eds.). Toward a psychology of reading. Hillsdale: Erlbaum, 55-141.
Ryan, E.B.& Ledger, G.W.(1984). Learning to attend to sentence structure: Links between metalinguistic development and reading. In: J. Downing& R. Valtin(Eds.). Language awareness and learning to read. Berlin: Springer, 149—172.
Röhr, H.(1978). Voraussetzungen zum Erlernen des Lesens und Rechtschreibens. Münster: unveröffentlichte Dissertation.
Skjelfjord, V.(1976). Teaching children to segment spoken words as an aid in learning to read. Journal of Learning Disabilities, 9, 297—306.
Stanovich, K.E.; Cunningham, A.E.& Cramer, B.B.(1984). Assessing Phonological Awareness in Kindergarten Children: Issues of Task Comparability. Journal of Experimental Child Psychology, 38, 175—190.
Tiedemann, J.; Faber, G.& Kahra, G.(1985). Ausgewählte Frühindikatoren schulischer Lernschwierigkeiten— Lernvoraussetzungen des Erstunterrichts. Psychologie in Erziehung und Unterricht, 32, 93-99.
Tunmer, W.E.& Nesdale, A.R.(1985). Phonemic Segmentation Skill and Beginning Reading. Journal of Educational Psychology, 77, 417-427.
Wagner, R.K.& Torgesen, J.K.(1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 101, 192—212.
Wygotsky, L.S.(1986). Denken und Sprechen. Frankfurt: Fischer.
Zifcak, M.(1981). Phonological awareness and reading acquisition. Contemporary Educational Psychology, 6, 117-126.
Zimmermann, A.(1986). Zur Prävention von Leselernschwierigkeiten: Erste empirische Befunde zur Differenzierungsprobe von Breuer und Weuffen. In: Beck, M.& Mannhaupt, G.(Hrsg.). Prävention und Intervention bei Schulschwierigkeiten. Tübingen: Deutsche Gesellschaft für Verhaltenstherapie, 17-30.
HEILPÄDAGOGISCHE FORSCHUNG Band XV, Heft 1, 1989