Die Rolle der Konzeption ‚Lesen durch Schreiben‘ für Rechtschreib- und Leseleistungen, Selbstkonzept und Lernfreude im ersten und zweiten Schuljahr
摘要
Using a sample of 31 teachers and 507 learners, this study examines the effects of teachers’ orientation towards the conception of ‘reading through writing’ on reading and spelling performance, self-concept in reading and writing and enjoyment of learning in the first two years of school, while controlling for individual learner prerequisites and taking into account the multi-level structure of data. While there are negative effects on spelling performance, the effects on self-concept in writing are positive. In the area of reading, there are no significant effects on either performance or self-concept. Children whose teachers are more strongly oriented towards ‘reading through writing’ tend to enjoy learning slightly more.