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When starting school, a child has to face various emotional, social and cognitive difficulties. A good preparation for the acquisition of two key competences in early childhood education constitutes a significant half of the child’s successful start at school. Learning to read and write is a complicated process. Therefore, already in the first months of a 6-year-old's kindergarten education, the child undergoes observation concluding with a school readiness test, which provides teachers with a lot of important information about the child's level of visual and auditory perception and fine motor skills, which are necessary for developing reading and writing skills. The considerations included in this article focus on the extent to which 6-year-old children are ready to learn to write and read. However, the aim of the research was to determine the level of preparation of 6-year-old children in the field of writing and reading. The main research method used in the research was the case study method, which relied on observation. The study included children who were initially diagnosed with low level of visual functions and motor skills development, and thus qualified for corrective and compensatory classes, which took place in the kindergarten. The research was carried out for a period of six months and it was based on work with the project “Pictures and Patterns. The Developmental Program in Visual Perception” by M. Frostig and D. Horne. As the research results suggest, the greatest advances in children were recorded in the area of visual perception and hand-eye coordination., Dziecko przekraczając próg szkoły zderza się z wieloma trudnościami na gruncie emocjonalnym, społecznym oraz poznawczym. Dobre przygotowanie go do nabywania dwóch kluczowych kompetencji wedukacji wczesnoszkolnej to znacząca połowa sukcesu dobrego startu wszkole. Zarówno nauka czytania, jak i pisania jest procesem skomplikowanym. Dlatego już w pierwszych miesiącach pobytu 6-latka w przedszkolu przeprowadza się obserwację zakończoną badaniem gotowości szkolnej, która dostarcza nauczycielom wielu istotnych informacji opoziomie dziecka w obrębie percepcji wzrokowej, słuchowej oraz sprawności w zakresie motoryki małej, które są niezbędne do pozyskania tych umiejętności. Przedmiotem niniejszych rozważań ustalono gotowość szkolną dzieci 6-letnich do nauki pisania i czytania. Natomiast celem badań było określenie poziomu przygotowania dzieci 6-letnich w zakresie pisania i czytania. Główną metodą badawczą zastosowaną w badaniach była metoda indywidualnych przypadków, w ramach której wykorzystano technikę obserwacji. W badaniu uczestniczyły dzieci, które w diagnozie początkowej osiągnęły niski poziom rozwoju funkcji wzrokowych i sprawności manualnych, tym samym zakwalifikowane zostały do zajęć korekcyjno-kompensacyjnych, które odbywały się w przedszkolu. Badania trwały pół roku, opierały się na pracy z programem „Wzory i obrazki” M. Frostig i D. Horne’a. Jak sugerują wyniki badań największe postępy dzieci odnotowano w obszarze spostrzegania wzrokowego i koordynacji wzrokowo-ruchowej.

The major object of the courses included in the undergraduate music teaching program is to provide the student teachers with the knowledge and skills that they need. Therefore, these courses have similar and parallel contents. The aim of this study is to analyse the relationship between the undergraduate students’ academic achievement in their various field courses. For this aim, the study attempts to answer the following research question: “Is there any relationship between the academic achievement of undergraduate music education students in the courses of musical instrument, piano, hearing and voice?”. In the study, quantitative correlation design was employed. The participants of the study are first-grade undergraduate students attending Gaziosmanpaşa University, Faculty of Educational Sciences, Department of Fine Arts, Branch of Music Education during the academic year of 2011–2012. Total number of the participants is 24. The relationships between the scores of the fields of hearing, voice and musical instrument are analysed through the Pearson Product-Moment correlation coefficient. The findings of the study indicate that there is a positive significant correlation between the students’ academic achievement in the piano course and that in the hearing course (r=,762). It is further found that there is a moderate level positive significant correlation between their achivement in the courses of voice training, musical instruments (r=,515), hearing (r=,640) and piano (r=,462). It is recommended that faculty members and lecturers should work together or in corrdiantion in the processes of planning, impleentation and evaluation of the program and that achievement levels of the student teachers should be observed in

Supporting competencies of reading, writing and retelling through computer games in German language lesson based on university. In our article we would like to glance through the world of computer games. We strive to discuss the competencies which are offered by media pedagogy. We are also presenting our project for the German language lesson that has been implemented with our students. The name of the project is "reading, writing and playing of the computer games"., Мақала компьютерлік ойындар әлемі мен медиапедагогика ұсынатын оқу құзіреттіліктерін талдауға арналған. Студенттермен бірге өткізілген «Компьютерлік ойындар арқылы оқу, жазу мен сөйлеу» атты неміc тілінің сабақ жобасы келтірілген., В статье рассмотрены мир компьютерных игр и те учебные компетенции, которые предлагает медиапедагогика. В статье также представлен проект урока немецкого языка "Чтение, письмо и говорение с помощью компьютерных игр", который был осуществлён совместно со студентами., Филологические науки, Выпуск 4 (59) 2020

Das Lesen mit dem Stift ist eine weit verbreitete Praxis. Dennoch gibt es in der Forschung bisher keinen Konsens darüber, welches literatur- und kulturwissenschaftliche Erkenntnispotential die dabei entstehenden Phänomene bieten. Ausgehend von der rund 4300 Bände umfassenden Nachlassbibliothek Thomas Manns erkunde ich in der vorliegenden Studie dieses Potential. Mit einem systematisierenden und generalisierenden Ansatz, der weitere Bestände miteinbezieht, leiste ich so einen theoretisch-methodologischen Beitrag zur Erforschung von (modernen) Lesespuren., Reading with pen or pencil in hand is a common practice. However, there is as yet no consensus among researchers regarding what potential gains the study of readers’ marks and notes offers to literary and cultural scholarship. In this dissertation, I explore that potential based on Thomas Mann’s personal library, which comprises some 4,300 volumes. Utilizing a systematizing and generalizing approach that incorporates other personal libraries, this study makes contributions to theoretical and methodological research on (modern) ‘reading traces’.

International audience; Starting from Rousseau’s paradoxical assertion in Emile – “I hate books”– this article explores Rousseau’s critical theory of books. The first part of thearticle analyses Rousseau’s sociological and pedagogical approach to the acts of publishing and reading books. The social use of books is considered in relation to Rousseau’s critique of the arts and sciences, while the pedagogical approach focuses on the books that Emile is supposed to read. The second part of the article examines Rousseau’s practice of philosophical argumentation in relation to his theory of speech and writing. Special attention is given: a) to the development of a “style of argumentation” that combines the expression of subjective sentiment and the discussion of arguments, and b) the importance of the relationship between Rousseau’s text and its readers or addressees with respect to his conception of philosophical truth.

The study examines the 5-year course of children with dyslexia with regard to their sex. Furthermore, the study investigates the impact of dyslexia on the performance in reading and spelling skills and school-related success.A group of 995 6- to 16-year-olds were examined at the initial assessment. Part of the initial sample was then re-examined after 43 and 63 months. The diagnosis of dyslexia was based on the double discrepancy criterion using a standard deviation of 1.5. Though they had no intellectual deficits, the children showed a considerable discrepancy between their reading or writing abilities and (1) their nonverbal intelligence and (2) the mean of their grade norm.Nearly 70 % of those examined had a persisting diagnosis of dyslexia over a period of 63 months. The 5-year course was not influenced by sex. Despite average intelligence, the performance in writing and spelling of children suffering from dyslexia was one standard deviation below a control group without dyslexia with average intelligence and 0.5 standard deviations below a group of children suffering from intellectual deficits. Furthermore, the school-related success of the dyslexics was significantly lower than those of children with average intelligence. Dyslexics showed similar school-related success rates to children suffering from intellectual deficits.Dyslexia represents a considerable developmental risk. The adverse impact of dyslexia on school-related success supports the importance of early diagnostics and intervention. It also underlines the need for reliable and general accepted diagnostic criteria. It is important to define such criteria in light of the prevalence rates.

Vorschulische Selbstregulationsfähigkeiten stellen wichtige Prädiktoren der späteren Schulleistungen dar. Allerdings ist deren Wirkmechanismus bisher weitgehend ungeklärt. In der vorliegenden Studie wurden daher das Lern- und Sozialverhalten als mögliche Mediatoren untersucht. Hierfür wurde die Selbstregulation von durchschnittlich 5;9 Jahre alten Vorschulkindern erhoben (N = 217; 52,5 % Jungen). Dabei wurde sowohl die häufig als kalt bezeichnete, kognitive Facette der Selbstregulation in Form von drei Leistungstests zu den basalen exekutiven Funktionen Inhibition, Updating und Shifting als auch die eher warme emotional-motivationale Facette der Selbstregulation, die Effortful Control beurteilt durch die ErzieherInnen erfasst. Zu Beginn der zweiten Klassen wurden die Eltern und LehrerInnen zum Lern- und Sozialverhalten der Kinder befragt; die Schulleistungsvariablen (Halbjahreszeugnisnoten in den Fächern Mathematik und Deutsch und standardisierte Schulleistungstests zu Mathematik, Leseverständnis und Rechtschreibung) wurden am Ende der vierten Klasse erhoben. Zusätzlich wurden bereichsübergreifende Kontrollvariablen (d. h. der höchste Bildungsabschluss der Mutter als ein Indikator des sozioökonomischen Status und die fluide Intelligenz) sowie bereichsspezifische Vorläuferfertigkeiten (d. h. mathematische Basiskompetenzen und morphologische Kompetenzen) als weitere wichtige Prädiktoren der Schulleistung miterfasst. Es zeigte sich, dass bei gleichzeitiger Betrachtung der beiden Facetten der Selbstregulation und unter Berücksichtigung der genannten Kontrollvariablen lediglich die exekutiven Funktionen einen direkten prädiktiven Wert für die einzelnen schulischen Kompetenzen am Ende der Grundschulzeit aufwiesen. Effortful Control zeigte keinen statistisch bedeutsamen direkten Zusammenhang zu den erhobenen abhängigen Variablen (Modellfit: Chi²(76) = 112.315, p < .01, CFI = .966, RMSEA = .047). Im Anschluss wurde für alle drei Kulturfertigkeiten separat untersucht, ob dieser Effekt über das Lern- und Sozialverhalten mediiert wird unter Einbezug der Kontrollvariablen. Hierbei wurde deutlich, dass lediglich der Effekt der exekutiven Funktionen auf die beiden Zeugnisnoten und auf das Leseverständnis vollständig über das Lernverhalten vermittelt wurde. Weder für die Mathematik- noch die Rechtschreibleistung konnte eine Mediation über die hier gewählten Verhaltensvariablen beobachtet werden. Die Effortful Control zeigte zwar einen Einfluss auf die sozialen Kompetenzen, diese wiederum wirkten sich nicht bedeutend auf die akademischen Kompetenzen aus (Rechnen: Chi²(52) = 77.598, p < .01, CFI = .960, RMSEA = .048; Lesen: Chi²(28) = 36.144, p = .14, CFI = .985, RMSEA = .037; Schreiben: Chi²(18) = 20.020, p = .33, CFI = .995, RMSEA = .023). Das Lernverhalten bietet folglich einen guten Ansatzpunkt, um auf schulische Leistungen v. a. in Form von Zeugnisnoten Einfluss zu nehmen und dadurch mögliche Defizite in den exekutiven Funktionen zu kompensieren. Für die Verbesserung der Performanz in standardisierten Schulleistungstests hingegen sollten zukünftig weitere potentielle Mediatoren untersucht werden, wie die Unterrichtsqualität oder die Strategieanwendung., Preschool self-regulatory competencies are important predictors of subsequent academic performance. However, the mechanisms through which they act are as yet widely unexplained. The present study therefore examined learning and social behavior as potential mediators. For this purpose the self-regulation of preschoolers of a mean age of 5;9 years was assessed (N = 217; 52,5 % boys). Thereby the commonly named cool , cognitive aspect of self-regulation was measured by three performance tests to the basic executive functions inhibition, updating, and shifting as well as the rather warm emotional-motivational component of self-regulation, effortful control evaluated by preschool teachers. At the beginning of second grade parents and teachers were asked to rate children s learning and social behavior; academic achievement (half-term school grades of the school subjects mathematics and German and standardized achievement tests of mathematics, reading comprehension and orthography) were assessed at the end of fourth grade. Additionally, domain unspecific control variables (i. e. the highest educational attainment of the mother as one indicator of socioeconomic status and fluid intelligence) and specific precursor competencies (i. e. early numerical skills and morphological competencies) were measured as further important predictors of academic performance. Results showed that under concurrent regard of both aspects of self-regulation and the above mentioned control variables only the executive functions directly predicted the respective academic competencies at the end of primary school. Effortful control did not show any statistically significant direct relation to the dependent variables (modelfit: Chi²(76) = 112.315, p < .01, CFI = .966, RMSEA = .047). Afterwards it was analyzed separately for math, reading, and writing whether this effect was mediated through learning and social behavior including the control variables. The models showed that merely the effect of executive functions on both school grades and on reading comprehension was completely mediated by learning behavior. There was not even a partial mediation for mathematical and orthographical competencies through the above mentioned behavioral variables. Effortful control did show an effect on the social competencies but these in turn had no considerable impact on the academic abilities (mathematics: Chi²(52) = 77.598, p < .01, CFI = .960, RMSEA = .048; reading: Chi²(28) = 36.144, p = .14, CFI = .985, RMSEA = .037; writing: Chi²(18) = 20.020, p = .33, CFI = .995, RMSEA = .023). Thus, learning behavior provides a good starting point to influence academic achievements especially in terms of school grades and compensate potential deficits in executive functions thereby. In order to promote the performance in standardized achievement tests future studies should examine alternative mediators such as classroom quality or implementation of learning strategies.