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Sprache · Stimme · Gehör 2002; 26(4): 157-165
DOI: 10.1055/s-2002-36209
Schwerpunktthema
© Georg Thieme Verlag Stuttgart · New York

Von der phonologischen Therapie zur phonologischen Bewusstheit

From Phonological Therapy to Phonological AwarenessJ. Stackhouse1 , B. Wells1 , M. Pascoe1 , R. Rees2
  • 1Department of Human Communication Sciences, University of Sheffield, Sheffield, 31 Claremont Crescent, Sheffield, S10, 2TA, United Kingdom
  • 2Department of Human Communication Sciences, , University College London, London, United Kingdom
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Publikationsverlauf

Publikationsdatum:
19. Dezember 2002 (online)

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Zusammenfassung

Kinder mit Sprechschwierigkeiten haben häufig eine verzögerte Entwicklung der phonologischen Bewusstheit und assoziierte Probleme mit dem Schriftspracherwerb. Therapeuten benutzen typischerweise phonologische und phonetische Therapieansätze in der Therapie dieser Kinder. Es ist allerdings nicht sicher, in welchem Ausmaß ein Training der phonologischen Bewusstheit, ursprünglich dafür entworfen, um Schriftsprachfähigkeiten zu verbessern, auch die expressiven Sprachleistungen der betroffenen Kinder verbessern kann. Hier wird ein psycholinguistischer Ansatz verwendet, um die Natur und die Entwicklung der phonologischen Bewusstheit zu analysieren und die Beziehungen zwischen einem Training der phonologischen Bewusstheit einerseits und einer phonologischen Therapie andererseits zu untersuchen. Die Rolle der phonologischen Bewusstheit für die Vorhersage des späteren Verlaufs des Schriftspracherwerbs bei Kindern wird diskutiert und Prinzipien für die Analyse psycholinguistischer Eigenschaften der Therapieaufgaben dargestellt. Phonologische Bewusstheit kann nicht unabhängig, sondern nur als integraler Teil einer Artikulations- bzw. phonologischen Therapie gesehen werden. Phonologische Bewusstheit ist eine notwendige Zusatzvoraussetzung für die dynamische Kommunikation zwischen Therapeut und Kind. Eine ungenügende Berücksichtigung dieser Tatsache kann dazu führen, dass ungeeignete Therapieziele gewählt werden und Störungen auf der pragmatischen Kommunikationsebene zwischen Therapeut und Kind eintreten.

Abstract

Children with speech difficulties often have delayed phonological awareness development and associated literacy problems. Speech-language pathologists (S-LPs) typically use phonological and articulatory approaches in their treatment of such children. However, it is unclear to what extent phonological awareness training, originally designed to promote literacy skills, might also improve children’s speech output. This article adopts a psycholinguistic approach to examine the nature and development of phonological awareness and to explore the relationship between phonological awareness training and phonological therapy. The role of phonological awareness in predicting literacy development in children is discussed, and principles for analyzing the psycholinguistic properties of therapy tasks are presented. Phonological awareness cannot be dealt with independently as it is an integral part of articulation and phonological intervention. Further, phonological awareness is a necessary „on-line” skill in the dynamic communication process between therapist and child. Failure to take this into account will result in inappropritately targeted therapy and pragmatic breakdown between the child and S-LP.

Schlüsselwörter

Phonologische Bewusstheit: Entwicklung und Training - Vorhersage des Verlaufs des Schriftspracherwerbs - psycholinguistische Perspektiven - Aufgabenanalyse - Kind-Therapeut-Interaktion

Key words

Phonological awareness: development and training - predicting literacy outcome - psycholinguistic perspective - task analysis - child/S-LP interaction

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