(An-)Lauttabellen und silbenbasierte Lehrwerke im Deutschunterricht der Primarstufe

Abstract Teaching materials in German lessons at primary level, which are intended to guide or support the acquisition of written language, have different concepts. As part of a nationwide survey, between 2013 and 2015, the question was asked about the textbooks used in German lessons, and especially about the use of an initial sound table. The evaluation focuses on the distribution of syllabic-oriented textbooks and the use of initial sound tables. It can be seen that the nationwide distribution shows regional tendencies. Follow-up surveys and a correlation with spelling and reading at later points in time of the cohorts collected can provide possible indications as to how learn-effective textbooks could be.