Zum Verhältnis von einfachen und komplexen Prozessen im Bereich der Early Literacy

Abstract

In our study basic processes comprises knowledge of letters, decontextualization competence, and early reading and writing of individual first names whereas complex processes focus on the early re-narration of a story following a visual input (picture book). Are basic and complex processes directly correlated in the sense that a good mastery of complex processes requires basic processes? The results of three case-studies show that complex and basic processes can occur independent of each other. Conversely, this means that the particular training of one singular process, be it phonological awareness or knowledge of letters, does not necessarily underpin the greater picture of literacy-relevant competencies which form the base for an advanced literate register.