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Literacy for Beginning Readers and Writers

Semester 1 · 12447 · 5 year master degree in Primary Education - German section · 8CP · DE


See the individual course modules.

Lecturers: Alexander Glück, Marjan Asgari, Sven Andreas Jens Nickel

Teaching Hours: 60
Lab Hours: 40
Mandatory Attendance: In accordance with the regulation

Course Topics
See the individual course modules.

Teaching format
Lectures and Laboratories

Educational objectives
- Students can explain different dimensions of literacy (written structure, literacy, written culture) - Students can explain the importance of family literary socialisation (home literacy environment) - Students can explain the basics of the German writing system and orthography - Students can explain models of written language processing and written language acquisition - Students know the learning fields of written language acquisition (phonological awareness, vocabulary development, etc.) and methods of support for this - Students know the benefits of direct access to writing (sight word and basic vocabulary) and corresponding teaching methods to promote this - Students can design a learning environment that stimulates reading and writing and apply methods of written language didactics in the primary sector (also with regard to multilingual writing acquisition) - Students know different methods and evidence-based programmes for reading promotion and can create texts suitable for the learning level - Students can analyse errors in terms of a development-related, learning process-oriented diagnosis of written language skills and derive practical teaching consequences from this - Students are familiar with selected screening and test procedures in the area of written language development and can apply them - Students have basic knowledge of the developmental conditions and manifestations of LRS (reading and spelling difficulties) Expected learning outcomes and competences: Knowledge and understanding - Knowledge of the writing system of German, Italian and other languages in comparison - Knowledge of the phonological system of German and important (meta-)phonological concepts related to the writing system - Knowledge of the basics of written language acquisition (vocabulary, reading socialisation, etc.) - Knowledge of the cognitive processes involved in written language processing - Knowledge of cognitive models of written language acquisition - Reflective knowledge of methods of written language didactics - Knowledge of diagnostic procedures and their application - Knowledge of written language support measures Application of knowledge and understanding - Applying and reflecting on competences in subject-specific and didactic-methodological content in exercises. - Linking the learning content of the module with practical experience (in the work placement) Judgement - Reflect on the use of screening procedures to assess the basics of literacy acquisition in kindergarten - Critically evaluate didactic methods and use them appropriately - Reflect on the use of different methods depending on individual abilities in literacy acquisition - Reflect on the use of support tools in various support situations within the framework of the legal possibilities for primary school teachers - Recognising the different needs of children in terms of inclusive teaching (with regard to learning disorders, specific disorders, etc.) - Recognising the different needs of children with regard to any existing multilingualism Communication - Be able to use specialised terminology in a professional environment - Be able to make strategic decisions and communicate appropriately to pupils - be able to justify and communicate learning and support measures for the acquisition of basic skills and written language in L1 and L2 (and other languages). Learning strategies - Linking academic knowledge about writing systems with knowledge about acquisition processes and didactic/diagnostic methods

Assessment
Written final examination (exam) covering both lectures. The assessment of performance in the two laboratory sessions is factored into the overall assessment on a weighted basis.

Evaluation criteria
Assignment of a single final assessment for the module as a whole. The overall mark for the module is determined as follows: A final written examination covering the lectures is held. This comprises both closed and open-ended questions. The performance demonstrated in this examination contributes 60 per cent to the overall mark, weighted in proportion to the number of contact hours within the module. The assessment criteria are: Substantive accuracy, logical structure, clear argumentation, reference to specialist literature, ability to analyse and reflect critically, linguistic accuracy, use of academic terminology, and independent and well-reasoned judgement. The assessment of the two laboratory sessions is included in the overall assessment with a weighting of 40 per cent in total (20 per cent per laboratory session), in proportion to the number of hours within the module. The following factors are taken into account when determining the respective performance in the two laboratories: a) the assessment of a final written assignment (which may also take the form of the production of didactic and methodological materials, including academic reflection), b) the assessment of a short presentation, either individually or in pairs. The criteria for assessing the written assignment are as follows: academic accuracy; logical structure, clear argumentation, linguistic and spelling accuracy, and appropriate use of academic terminology; reference to relevant specialist literature; the ability to engage in critical analysis and (self-)reflection, as well as independent and well-reasoned judgement. When producing didactic and methodological materials, creativity and the degree of innovation are also taken into account. In accordance with the Faculty’s examination regulations, in order to achieve a positive overall assessment of the module, the assessment for each individual course component belonging to the module must also be positive. In the event of a negative assessment of the overall module, any positively assessed parts of the module will be credited the next time you take the module examination, provided this takes place in the same academic year. Please note, however, that a negative assessment will also be included in the count of examination attempts in this case. According to the examination regulations, three attempts without passing will result in a suspension for three examination dates (see also Article 6, Paragraph 4 of the current examination regulations).

Required readings

See the individual course modules.



Supplementary readings

See the individual course modules.




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Sustainable Development Goals
This teaching activity contributes to the achievement of the following Sustainable Development Goals.

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Modules

Semester 1 · 12447A · 5 year master degree in Primary Education - German section · 2CP · DE

Module A — Literacy for Beginning Readers and Writers

The lecture introduces fundamental theories and models of written language acquisition and written language processing, from the perspective of both reading and writing. In addition, didactic concepts of written language teaching are discussed. Complementing this, methods of development-related error analysis as well as screening and testing procedures are presented, which serve to identify difficulties in written language acquisition and to derive appropriate support measures.
The linguistic examination of the subject of writing is covered in the parallel lecture Insight into Language and Spelling. The content of both courses is closely coordinated.

Lecturers: Sven Andreas Jens Nickel

Teaching Hours: 30
Lab Hours: 0

Course Topics
- Students will acquire in-depth knowledge of the key dimensions of literacy in educational contexts, including script structure, written language, and writing culture. - They will critically reflect on their own literacy trajectories, with particular attention to family reading practices and the home literacy environment. - They will examine approaches to fostering literacy in early childhood, with a focus on dialogic reading and family-based educational interventions (Family Literacy). - They will engage with core areas of literacy acquisition, such as phonological awareness, phoneme–grapheme correspondence, phonemic blending, morphological segmentation, the development of a basic and sight vocabulary, concepts of print, handwriting fluency, and reading socialization. - They will analyze diverse approaches to early literacy instruction, including programmatic, learner-centered, and syllable-based/structure-oriented models. - They will study pedagogical strategies for text production in grades 1–5, considering the writing process, peer feedback through writing conferences, and collaborative author circles. - They will critically engage with evidence-based approaches to reading instruction and promotion, addressing reading motivation, reading behavior, reading fluency, and comprehension, as well as organizational models (e.g., reading bands, sustained silent reading). - They will explore the motor foundations of writing, with a particular emphasis on the development of handwriting. - They will develop competencies in developmental observation and assessment, including the analysis and reconstruction of errors and learning pathways.

Teaching format
Lecture integrating interactive elements and periods of self-directed learning

Required readings
  • Hillesheim, K./Menzel, D. (2023). Schriftspracherwerb im Kontext digitaler Medien. Klinkhardt.
  • Nickel, S. (2022). Grundlagen des Schriftspracherwerbs. Schriftkultur leben, Schriftlichkeit erwerben, Schriftstruktur durchdringen. In M. Gutzmann & U. Carle (Hrsg.), Anfangsunterricht – Willkommen in der Schule! (S. 78-92), Grundschulverband.
  • Rosebrock, C. & Nix, D. (2025). Grundlagen der Lesedidaktik und der systematischen schulischen Leseförderung (10. erw. und akt. Aufl.). Schneider Hohengehren.


Supplementary readings
  • Bartnitzky, H., et. al. (Hrsg.) (2016). Kinder entwickeln ihre Handschrift. Grundschulverband.
  • Brinkmann, E. (Hrsg.) (2015). Rechtschreiben in der Diskussion: Schriftspracherwerb und Rechtschreibunterricht. Grundschulverband.
  • Brügelmann, H. & Brinkmann, E. (2022). Die Schrift erfinden. Beobachtungshilfen und methodische Ideen für einen offenen Anfangsunterricht im Schreiben und Lesen. Libelle Verlag.
  • Brügelmann, H. & Brinkmann, E. (2005). Deutsch. In H. Bartnitzky, H. et al. (Hrsg.), Pädagogische Leistungskultur: Materialien für Klasse 1 und 2. Grundschulverband.
  • Jeuk, S. & Schröder, J. (2013). Schriftsprache erwerben (5. Aufl.), Cornelsen.
  • Reichardt, A. & Wildemann, A. (2024). Schriftspracherwerb - Gegenstand, Aneignung und Lernräume. In: Götz, M., Hartinger, A., Heinzel, F., Kahlert, J., Miller, S. & Sandfuchs, U. (Hrsg.), Handbuch der Grundschulpädagogik und Grundschuldidaktik. 5. Aufl. (S. 518-529). Bad Heilbrunn: Klinkhardt.
  • Schüler, L. (Hrsg.) (2021). Elementare Schriftkultur in heterogenen Lernkontexten. Zugänge zu Schrift und Schriftlichkeit. Klett / Kallmeyer.
  • More articles on individual aspects will be made available in OLE during the semester.


Semester 1 · 12447B · 5 year master degree in Primary Education - German section · 2CP · DE

Module B — Phonetics, Phonology, and Phonological Awareness (Lab.)

The laboratory deepens knowledge of spoken language processing, both in the segmental and prosodic areas, as well as metalinguistic awareness of sound structure. Students acquire skills in diagnosing and promoting phonological awareness and reading synthesis. In addition, they deal with low-level aspects of early writing.

Lecturers: Marjan Asgari, Sven Andreas Jens Nickel

Teaching Hours: 0
Lab Hours: 20 Gruppe 1, 2 und 3: Prof. Dr. Sven Andreas Jens Nickel Gruppe 4: Dr. Marjan Asgari

Semester 1 · 12447C · 5 year master degree in Primary Education - German section · 2CP · DE

Module C — Insights into Language and Orthography

The lecture introduces the basics of the German writing system. It covers the scientific fundamentals of relevant linguistic phenomena and their respective acquisition specifics. The didactic implementation of this content is the subject of the parallel lecture Didactics of Early Reading and Writing. The content of both courses is closely coordinated.

Lecturers: Sven Andreas Jens Nickel

Teaching Hours: 30
Lab Hours: 0

Semester 1 · 12447D · 5 year master degree in Primary Education - German section · 2CP · DE

Module D — Literacy teaching in multilingual settings (Lab.)

The laboratory builds on the lecture Didactics of Early Reading and Writing and explores selected aspects of reading acquisition in kindergarten and primary school age children. The conditions and challenges of multilingual contexts are taken into account.

Lecturers: Alexander Glück, Sven Andreas Jens Nickel

Teaching Hours: 0
Lab Hours: 20 Gruppe 1, 2, 3: Prof. Dr. Sven Andreas Jens Nickel Gruppe 4: Dr. Alexander Glück

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