Wirksamkeit verschiedener Sprachfördermaßnahmen bei Risikokindern im Vorschulalter
Effectiveness of different language training approaches for at-risk kindergartners
Marco Ennemoser and Nils Hartung
Cite this publication as
Marco Ennemoser, Nils Hartung, Wirksamkeit verschiedener Sprachfördermaßnahmen bei Risikokindern im Vorschulalter (2017), Beltz Juventa, 69469 Weinheim, ISSN: 0340-4099, 2017 #03, p.198
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Description / Abstract
In der vorliegenden Untersuchung1 wurden die Potenziale verschiedener Ansätze zur sprachlichen Förderung von Risikokindern empirisch überprüft. Konkret wurde untersucht welche Effekte eine rein interaktionsbasierte Förderung wie das dialogische Lesen im Vergleich zu inhaltsfokussierten Maßnahmen wie einem Grammatiktraining oder einem Training der phonologischen Bewusstheit hat. Aus einer Ausgangsstichprobe von 660 Vorschulkindern wurden mit Hilfe eines Sprachscreenings 231 sprachauffällige Kinder ausgelesen und randomisiert auf vier Untersuchungsbedingungen verteilt. (1) Dialogisches Lesen (n = 59), (2) Grammatikförderung (n = 58), (3) Training der phonologischen Bewusstheit (n = 58), (4) Kontrollgruppe (n = 57). Die Befunde belegen kurzfristige spezifische Trainingseffekte für alle drei Fördermaßnahmen und teilweise auch Transfereffekte. Die Fördererfolge des dialogischen Lesens wurden signifikant von der Durchführungsqualität moderiert (Treatment-Validität). Vier Monate nach Abschluss der Förderung konnten lediglich für das Grammatiktraining noch signifikante Vorteile gefunden werden.
Schlüsselwörter: Sprachförderung, dialogisches Lesen, Treatment-Validität, Sprachkompetenz, Intervention
The study investigated the potential of different language training approaches for children who are at risk for language impairment. The effects of dialogic reading, i.e. an approach that is primarily based on adult-child-interaction, were compared to the effects of two different content-focused interventions: a grammar training and a phonological awareness training. 231 out of 660 participants were identified as at-risk children using a standardized language screening. The selected children were randomly assigned to one out of four experimental conditions. (1) dialogic reading (n = 59), (2) grammar training (n = 58), (3) phonological awareness training (n = 57), (4) control group (n = 59). Specific training effects were found for all three training conditions. Both dialogic reading and grammar training were effective in fostering different aspects of language acquisition while effects of he phonological awareness training remained specific and were restricted to phonological awareness measures. Effects of the dialogic reading intervention were significantly moderated by the quality of intervention (treatment validity). Four month after training long-term effects were most evident for those children who participated in the grammar training.
Keywords: language training, dialogic reading, treatment validity, phonological awareness, intervention
Schlüsselwörter: Sprachförderung, dialogisches Lesen, Treatment-Validität, Sprachkompetenz, Intervention
The study investigated the potential of different language training approaches for children who are at risk for language impairment. The effects of dialogic reading, i.e. an approach that is primarily based on adult-child-interaction, were compared to the effects of two different content-focused interventions: a grammar training and a phonological awareness training. 231 out of 660 participants were identified as at-risk children using a standardized language screening. The selected children were randomly assigned to one out of four experimental conditions. (1) dialogic reading (n = 59), (2) grammar training (n = 58), (3) phonological awareness training (n = 57), (4) control group (n = 59). Specific training effects were found for all three training conditions. Both dialogic reading and grammar training were effective in fostering different aspects of language acquisition while effects of he phonological awareness training remained specific and were restricted to phonological awareness measures. Effects of the dialogic reading intervention were significantly moderated by the quality of intervention (treatment validity). Four month after training long-term effects were most evident for those children who participated in the grammar training.
Keywords: language training, dialogic reading, treatment validity, phonological awareness, intervention