1. Handzeichen zur Förderung der phonologischen Bewusstheit im schriftsprachlichen Anfangsunterricht.
- Author
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Gerspach, Cornelia
- Subjects
- *
PHONOLOGICAL awareness , *SPEECH disorders , *ABILITY , *TRAINING , *WRITTEN communication , *BODY language , *ACADEMIC dissertations , *READING , *WRIST , *LANGUAGE disorders - Abstract
Supporting phonological awareness is an important part of the early reading and writing acquisition especially for children with speech and language disorders. One popular method of teaching focuses on hand gestures although there is no evidence for their application. The aim of the bachelor thesis was to explore the efficacy of hand gestures in the context of phonological awareness. Moreover, the need and practical implementation should have been evaluated. Therefore, an experiment was conducted within a first grade of a school focusing on children with speech and language disorders (n=11). The class was divided into an experimental and a control group. Whereas the experimental group used additional hand gestures, the control group only received support on phonological awareness. A pre- and post-test as well as a competency grid were used to assess proficiency development in phonological awareness and the usage of hand gestures. The results suggests that hand gestures are effective to support the phonological awareness and that children improve their skills by using hand gestures. Nevertheless, it became apparent that the implementation of hand gestures in this form does not seem to be sufficient and, accordingly, it should be revived in the systematic learning of letters. [ABSTRACT FROM AUTHOR]
- Published
- 2022
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