Warum so defizitorientiert? Zur Rolle von Rechtschreibfehlern bei Erwerb, Diagnostik und Didaktik.
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| Title: | Warum so defizitorientiert? Zur Rolle von Rechtschreibfehlern bei Erwerb, Diagnostik und Didaktik. |
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| Alternate Title: | Why So Deficit-Oriented? On the Role of Spelling Mistakes in Acquisition, Diagnosis and Didactics. |
| Authors: | Corvacho del Toro, Irene1 (AUTHOR) corvacho.del.toro@germanistik.uni-siegen.de |
| Source: | Lernen und Lernstörungen. 2026, Vol. 15 Issue 2, p73-77. 5p. |
| Subject Terms: | *Spelling errors, *Spelling ability, *Didacticism, *Educational support, *Learning, Diagnostic services |
| Abstract (English): | Abstract: Background: The prominent role of spelling errors in teaching and diagnostics is often criticised as being deficit-oriented. This position paper argues that spelling error analysis is in fact the most precise form of competence-oriented support. Discussion: The theoretical foundations of spelling development are discussed, as are empirical findings from the DESI study on qualitative error profiles, the distinction between curricular progression and actual learning levels, and the diagnostic relevance of error analysis. Spelling errors are seen as a window into learning processes; the central role of the professional competence of teachers and learning therapists in competence-oriented spelling didactics is also emphasised. [ABSTRACT FROM AUTHOR] |
| Abstract (German): | Zusammenfassung:Hintergrund: Die prominente Rolle von Rechtschreibfehlern in Didaktik und Diagnostik wird häufig als defizitorientiert kritisiert. Dieses Standpunktpapier argumentiert, dass Rechtschreibfehleranalysen vielmehr die präziseste Form kompetenzorientierter Förderung darstellen. Diskussion: Es werden die theoretischen Grundlagen der Rechtschreibentwicklung, empirische Befunde der DESI-Studie zu qualitativen Fehlerprofilen, die Abgrenzung zwischen curricularer Progression und tatsächlichen Lernständen sowie die diagnostische Relevanz von Fehleranalysen diskutiert. Rechtschreibfehler erscheinen dabei als Fenster in Lernprozesse; hervorgehoben wird zudem die zentrale Rolle der professionellen Kompetenz von Lehrkräften und Lerntherapeut_innen in der kompetenzorientierten Rechtschreibdidaktik. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Abstract: Background: The prominent role of spelling errors in teaching and diagnostics is often criticised as being deficit-oriented. This position paper argues that spelling error analysis is in fact the most precise form of competence-oriented support. Discussion: The theoretical foundations of spelling development are discussed, as are empirical findings from the DESI study on qualitative error profiles, the distinction between curricular progression and actual learning levels, and the diagnostic relevance of error analysis. Spelling errors are seen as a window into learning processes; the central role of the professional competence of teachers and learning therapists in competence-oriented spelling didactics is also emphasised. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 22350977 |
| DOI: | 10.1024/2235-0977/a000517 |
