„Hm … was diese Buchstaben bedeuten“

Vom Umgang schwacher Leserinnen und Leser mit unbekannten Wörtern beim Lesen

Abstract

One way to help struggling readers is to teach them strategies to clarify the meaning of unknown words while reading. The paper reports on an analysis of think-aloud-protocols exploring the interaction of poor readers in fifth grade with unknown words while reading. Findings demonstrate that in most cases the meaning of unknown words is not clarified. Difficulties students experienced in deriving the meaning of unknown words are presented and implications for further research are discussed.