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<p>The question of how primary school students best learn to read and write has been discussed for decades. The focus is on the search for a&#xa0;teaching method that has a&#xa0;particularly beneficial effect on early literacy acquisition. In previous research, no teaching method has been clearly identified as superior in terms of students’ learning gains. Concurrently, research findings from various didactic disciplines substantiate the importance of professional teacher competence for efficacious learning processes. Against this background, the present article examines two questions: 1)&#xa0;To what extent are there correlations between facets of teacher competence (professional knowledge and beliefs) and the teaching method? 2)&#xa0;To what extent are there correlations between teacher competence and students’ learning progress, and to what extent are these mediated by the teaching method? For this purpose, 26&#xa0;teachers in second grade classes were questioned regarding their teaching method, their beliefs and their professional knowledge. The teaching method was specified in relation to the written language orientation and the underlying teaching-learning concept. In addition, the reading comprehension and spelling skills of a&#xa0;total of 522 students were assessed at two measurement time points. The correlation analyses indicate that the chosen teaching method is associated with the degree of constructivist beliefs, but not with transmissive beliefs or professional knowledge. Multi-level analyses show that spelling competence is only positively influenced by one specific teaching method (phonographical orientation). All other teaching methods have no influence on spelling competence or reading competence. Mediation analyses identified a&#xa0;partial mediating effect of the teaching method between beliefs and spelling competence. Implications for early literacy instruction, teacher education and future research are discussed.</p>

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Zum Einfluss von Vermittlungsmethode, professionellem Wissen und Überzeugungen von Lehrkräften auf die Lese- und Rechtschreibleistung im schriftsprachlichen Anfangsunterricht

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年2月19日

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  • Janine Mühle,
  • Jonas Weyers,
  • Johannes König,
  • Petra Hanke,
  • Michael Becker-Mrotzek,
  • Nina Glutsch,
  • Chantal Knips,
  • Thorsten Pohl,
  • Alfred Schabmann,
  • Birgit Träuble,
  • Tina Waschewski

摘要

The question of how primary school students best learn to read and write has been discussed for decades. The focus is on the search for a teaching method that has a particularly beneficial effect on early literacy acquisition. In previous research, no teaching method has been clearly identified as superior in terms of students’ learning gains. Concurrently, research findings from various didactic disciplines substantiate the importance of professional teacher competence for efficacious learning processes. Against this background, the present article examines two questions: 1) To what extent are there correlations between facets of teacher competence (professional knowledge and beliefs) and the teaching method? 2) To what extent are there correlations between teacher competence and students’ learning progress, and to what extent are these mediated by the teaching method? For this purpose, 26 teachers in second grade classes were questioned regarding their teaching method, their beliefs and their professional knowledge. The teaching method was specified in relation to the written language orientation and the underlying teaching-learning concept. In addition, the reading comprehension and spelling skills of a total of 522 students were assessed at two measurement time points. The correlation analyses indicate that the chosen teaching method is associated with the degree of constructivist beliefs, but not with transmissive beliefs or professional knowledge. Multi-level analyses show that spelling competence is only positively influenced by one specific teaching method (phonographical orientation). All other teaching methods have no influence on spelling competence or reading competence. Mediation analyses identified a partial mediating effect of the teaching method between beliefs and spelling competence. Implications for early literacy instruction, teacher education and future research are discussed.