Zur Bedeutung des lexikalischen Inferierens im Kontext einer fachintegrierenden Leseförderung

Eine qualitative Untersuchung zur Wortschatzarbeit im Rahmen des Leseförderprogramms FLEDI

Abstract

The development of educational and technical language skills is an essential task for schools. Language must be seen as a central element of all subjects. The following article is therefore dedicated to vocabulary work at primary level and examines the question of which methods of vocabulary work are currently used in (reading) lessons at primary level and how lexical inferencing is implemented in the context of subject-integrated reading promotion. Of particular interest here was the role of the teacher in teaching vocabulary and the challenges involved. The results of the qualitative study show that teachers consider the importance of language- and vocabulary-sensitive teaching, especially for children with German as a second language, to be necessary, but that there is a lack of concrete implementation, methodological certainty and diagnostic foundation.