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

语言学研究表明，德语书写系统在其核心区域具有高度系统化的特点。然而，它对正字法教学过程的教学建模的好处迄今为止几乎没有实证研究的主题。这个项目将试图填补这一学术空白。它不仅与德国小学生拼写表现不佳有很大的相关性，而且本研究的结果也有望影响正字法教学的发展，无论是在书面语言的习得方面还是在中学拼写课上。作为干预研究的一部分，我们想要检查五年级学生的拼写表现是否以及如何在基于德国写作系统结构的教育过程中发展。德国写作系统是由书写学建立的，并以正字法教学法为模型。为了回答这个研究问题，六个五年级的班级将以基于写作系统结构的概念进行教学。课程将集中于提供对单词书写的语音音节和形态规律以及句子内大写的见解。学习过程将由基于发现和探究的学习触发。在重复测量设计中，将干预组的学习发展与同时接受传统拼写课程的对照组（也在六个条件相似的班级中）进行比较。这些包括使用教科书和其他教学材料，帮助学习规则和促进拼写记忆。此外，学生的程序性和陈述性知识和反思性解决问题的策略有关选定的现象，如果德语正字法是通过定性的方法与部分样本进行。这是为了了解正字法规律或现象的教学分别在多大程度上影响学生对书写系统结构的信念。同样有趣的是，研究他们的信念是否能指导他们解决正字法问题。此外，还考察了教师是否能够将他们的知识用于拼写成绩和学习材料的评估。这个项目计划用三年的时间。项目的第一年负责教学设计、材料和课程计划的开发，开发测试材料以及寻找和准备课程和教师。在第二年，将对教师进行培训并实施干预措施（大约需要四个月）。除此之外，还应该对数据进行测试和评估。在项目的第三年，我们将致力于研究结果的解释和出版。

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.