The effects of structure-based approaches to the writing system as the basis for orthographic learning. Intervention study in spelling lessons with fifth graders

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Linguistic research has shown that the German writing system in its core area is characterized by a highly systematic approach. However, its benefits for the didactic modeling of orthographic teaching-learning processes has hardly been the subject of empirical research so far. This project will try to fill this academic void. It not only has great relevance in the light of the poor spelling performance of German pupils, it is also expected that the results of this study influence the development of orthography didactics both in terms of the acquisition of written language as well as on the secondary spelling lessons. As part of an intervention study we would like to examine whether and how the spelling performance of fifth graders developed within an education process that is based on the structure of the German writing system, which was founded by the graphematics and modeled by the orthography didactics. To answer the research question, six fifth graders-classes are to be taught by a concept that is based on the structure of the writing system. The lessons will be focused on providing insights into phonographic-syllabic and morphological regularities of word writing as well as the intra-sentence capitalization. Learning processes are to be triggered by discovery- and inquiry-based learning. In a repeated measures design the learning development of the intervention group shall be compared with a control group (also in six classes with similar conditions) which receives traditional spelling lessons at the same time. These contain the use of textbooks and other teaching materials that help learning rules and foster the memorization of spellings. In addition, the students procedural and declarative knowledge and reflexive problem solving strategies concerning selected phenomena if the German orthography are to be conducted via qualitative methods with a part of the sample. This is to find out, to what extent the teaching of orthographic regularities or phenomena respectively influence the students beliefs about the structure of the writing system. It is also interesting to investigate whether their beliefs can direct them in orthographic problem solving situations. In addition, it is examined whether the teachers can use their knowledge for the assessment of spelling performances and learning materials. The project is planned to take a period of three years. The first year of the project serves for the development of the didactic design, materials and lesson plans, developing test materials as well as the finding and preparation of classes and teachers. In the second year the training of the teachers as well as the implementation of the intervention (which takes approximately four months) shall be carried out. Apart from that the testing and evaluation of the data is supposed to be conducted. In the third year of the project we will be working on the interpretation and publication of the research findings.