Förderung der phonologischen Bewusstheit am Übergang vom Kindergarten zur Grundschule mit den "Lobo-Programmen"
Linda Paulina Fröhlich und Franz Petermann
Diese Publikation zitieren
Linda Paulina Fröhlich, Franz Petermann, Förderung der phonologischen Bewusstheit am Übergang vom Kindergarten zur Grundschule mit den "Lobo-Programmen" (2011), Beltz Juventa, 69469 Weinheim, ISSN: 0044-3247, 2011 #05, S.744
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Beschreibung / Abstract
Zusammenfassung: In den ersten Schuljahren eignet sich ein Kind Kompetenzen an, die für sein gesamtes weiteres Leben bedeutsam sind. Hierzu gehören insbesondere die Fähigkeiten des Lesens und Schreibens. Die vorgestellten Lobo vom Globo-Programme zur Förderung der phonologischen Bewusstheit bieten die Möglichkeit, Kinder am Übergang vom Kindergarten zur Schule zu unterstützen, damit ein möglichst problemloser Einstieg in den Schriftspracherwerb gelingen kann. Es wird untersucht, ob und inwiefern geförderte Kinder von einer Teilnahme an einem beziehungsweise an beiden Programmen profitieren. Berichtet werden die Ergebnisse der Stichprobe von N = 501 Kindern. Verglichen werden jeweils eine Kindergartengruppe bestehend aus Interventions-, Kontrollund kombinierter Gruppe und einer Schulgruppe die ebenfalls aus einer Interventions-, Kontroll- und einer kombinierten Gruppe (Kinder, die sowohl am Lobo-Kindergarten- als auch am Lobo Schulprogramm teilgenommen haben) besteht. Die Ergebnisse zeigen, dass Kindergartenkinder als auch Schulanfänger von einem Training der phonologischen Bewusstheit profitieren. Kinder, die sowohl am Kindergarten als auch am Schultraining (kombinierte Gruppe) teilgenommen haben, weisen den stärksten Leistungszuwachs in der phonologischen Bewusstheit auf.
Stichwörter: Grundschule, Kindergarten, Prävention
Abstract: During the first years of schooling, a child acquires competencies which are of significance to his or her entire future life. Among these are, above all, the skills of reading and writing. The "Lobo from Globo"-programs for the advancement of phonological awareness described in the article allow to help children on the threshold from kindergarten to primary school achieve a rather problem-free entry into the acquisition of the written language. It is examined whether and in how far children who received this support profited from participating in either one of the two or in both programs. Findings of the analysis of a sample of N = 501 children are reported. A group of kindergarten children consisting of an intervention-, a control-, and a combined group is compared with a group of school children also consisting of an intervention-, a control-, and a combined group (children who took part in both the Lobo kindergarten-program and the Lobo school-program). The results show that both kindergarten children and school children profited from a training of the phonological awareness. Children who took part in both kindergarten and school training (combined group) exhibited the strongest performance increase in phonological awareness.
Key words: primary school, kindergarten, prevention
Stichwörter: Grundschule, Kindergarten, Prävention
Abstract: During the first years of schooling, a child acquires competencies which are of significance to his or her entire future life. Among these are, above all, the skills of reading and writing. The "Lobo from Globo"-programs for the advancement of phonological awareness described in the article allow to help children on the threshold from kindergarten to primary school achieve a rather problem-free entry into the acquisition of the written language. It is examined whether and in how far children who received this support profited from participating in either one of the two or in both programs. Findings of the analysis of a sample of N = 501 children are reported. A group of kindergarten children consisting of an intervention-, a control-, and a combined group is compared with a group of school children also consisting of an intervention-, a control-, and a combined group (children who took part in both the Lobo kindergarten-program and the Lobo school-program). The results show that both kindergarten children and school children profited from a training of the phonological awareness. Children who took part in both kindergarten and school training (combined group) exhibited the strongest performance increase in phonological awareness.
Key words: primary school, kindergarten, prevention