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Originalartikel

Erstes Vorlesen: Der frühe Vogel fängt den Wurm

Published Online:March 02, 2016https://doi.org/10.1024/1010-0652/a000166

Abstract

Zusammenfassung. Da Vorlesen die Vorläuferfertigkeiten des Schriftspracherwerbs von Kindern stärkt, wird ein früher Beginn des Vorlesens als wichtig angesehen. Allerdings fehlen bislang Studien, die sich damit auseinandersetzen, ob der Vorlesebeginn ein spezifischer Prädiktor für sprachliche Fähigkeiten unter Kontrolle von Hintergrundvariablen ist. Wir untersuchten diese Fragestellung anhand einer deutschen Vorschulstichprobe (N = 746) kurz vor der Einschulung und verglichen die Ergebnisse mit Befunden einer aktuellen australischen Studie. Neben Vorlesebeginn und aktuellem Vorleseverhalten, erfasst im Elternbericht, wurden Alter und Geschlecht der Kinder, Migrationshintergrund und sozioökonomischer Status sowie sprachliche und andere kognitive Fähigkeiten berücksichtigt. Wie schon in der australischen Stichprobe zeigte sich auch für die deutsche Stichprobe, dass ein früher Vorlesebeginn die spätere Vorlesehäufigkeit sowie sprachliche Fähigkeiten im Vorschulalter unter Berücksichtigung von Kontrollvariablen vorhersagte, während dies für andere kognitive Fähigkeiten nur bedingt zutraf. Die Ergebnisse deuten an, dass der Vorlesestart ein guter Indikator für die schriftsprachliche Lernumwelt und ein spezifischer Prädiktor für schriftsprachliche Vorläuferfertigkeiten zu sein scheint.


Early Reading to Children: The Early Bird Catches the Worm

Abstract. Primary caregivers are often encouraged to read to their children from a very young age as we know that reading to children plays a very important role in their literacy development. However, little is known about whether the onset of reading to a child is a specific predictor of language abilities when controlling for child and family characteristics. Literacy skills and other cognitive abilities of 746 German children were assessed shortly before school entry and results were compared to those of a recent Australian study. Parents were asked how old their children were when they were first read to and how often they currently read to their children. In both countries, the age at which children were first read to was closely associated with the frequency with which children were read to as pre-schoolers and with their literacy abilities. It was less closely associated with other cognitive competencies. The findings imply that reading books to infants early may contribute meaningfully to a favourable home literacy environment and support children's literacy development.

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