Evaluation des Marburger Rechtschreibtrainings an Zweit- und Drittklässlern mit Rechtschreibproblemen

OBJECTIVE: Children with severe dyslexia are substantially impaired because reading and writing are key competencies necessary for a successful academic and occupational career.

METHODS: In this evaluation study, a cohort of 2nd- and 3rd-grade students from a variety of Hamburg primary schools was trained with the Marburger Rechtschreibtraining (MRT) by supervised university graduates. The research questions focused on the feasibility of the MRT as a within-school training, the improvement of spelling and reading skills of the participants, subjective assessments of success, as well as potential predictors. Besides established performance tests, we also considered the subjective appraisals of parents, teachers, and coaches.

RESULTS: The results demonstrate that standardized spelling training methods like the MRT can be consistently used during morning hours at schools. Within a year of starting MRT exercises, mean effect sizes in writing and reading were observed in performance tests using test norms. However, parent, teacher, and coach reports failed to replicate these improvements. Changes in writing performance were mainly associated with school class level; improvements in reading ability were dependent on initial writing performance.

CONCLUSIONS: The results provide starting points for optimizing current training practices in elementary schools and for posing questions regarding the effectiveness of the MRT, as well as for training programs in general.