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. |
|---|---|
| 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] |
| Copyright of Lernen und Lernstörungen is the property of Hogrefe AG and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 192907389 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Warum so defizitorientiert? Zur Rolle von Rechtschreibfehlern bei Erwerb, Diagnostik und Didaktik. – Name: TitleAlt Label: Alternate Title Group: TiAlt Data: Why So Deficit-Oriented? On the Role of Spelling Mistakes in Acquisition, Diagnosis and Didactics. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Corvacho+del+Toro%2C+Irene%22">Corvacho del Toro, Irene</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> corvacho.del.toro@germanistik.uni-siegen.de</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Lernen+und+Lernstörungen%22">Lernen und Lernstörungen</searchLink>. 2026, Vol. 15 Issue 2, p73-77. 5p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Spelling+errors%22">Spelling errors</searchLink><br />*<searchLink fieldCode="DE" term="%22Spelling+ability%22">Spelling ability</searchLink><br />*<searchLink fieldCode="DE" term="%22Didacticism%22">Didacticism</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+support%22">Educational support</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Diagnostic+services%22">Diagnostic services</searchLink> – Name: Abstract Label: Abstract (English) Group: Ab Data: 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] – Name: Abstract Label: Abstract (German) Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Lernen und Lernstörungen is the property of Hogrefe AG and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1024/2235-0977/a000517 Languages: – Code: ger Text: German PhysicalDescription: Pagination: PageCount: 5 StartPage: 73 Subjects: – SubjectFull: Spelling errors Type: general – SubjectFull: Spelling ability Type: general – SubjectFull: Didacticism Type: general – SubjectFull: Educational support Type: general – SubjectFull: Learning Type: general – SubjectFull: Diagnostic services Type: general Titles: – TitleFull: Warum so defizitorientiert? Zur Rolle von Rechtschreibfehlern bei Erwerb, Diagnostik und Didaktik. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Corvacho del Toro, Irene IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: 2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 22350977 Numbering: – Type: volume Value: 15 – Type: issue Value: 2 Titles: – TitleFull: Lernen und Lernstörungen Type: main |
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