Außerschulische Förderung von Kindern mit Lese-/Rechtschreibproblemen aus systemischer Sicht unter besonderer Berücksichtigung der Elemente Kommunikation und Interaktion in der Förderung

This present thesis illustrates comprehensively the scientific background information concerning the issues pertaining to dyslexia. This paper does not only deal with the history of former study in this area up to the present day, but it also thoroughly researches the causative factors in this field. Other areas covered by this thesis include interesting contributions concerning controversial terminology and a discussion of construct.

Within the scope of this thesis several therapy concepts as well as supportive measures for dyslexic children have been selected and discussed on the basis of their content as well as on the basis of the personal relationships they present.


After considering different systematic approaches to the subject, the main focus of attention is primarily on an empirical study which draws its conclusions from the assumption that the importance of the affective components in the personal relationship and interaction with dyslexic children during coaching sessions has been neglected. A qualitative method of analysis was selected in order to achieve qualitative statements regarding the results of the studies. The qualitative interview was chosen for this purpose.

As a result of the interviews as well as the author’s own practical experience in the field, the last chapter presents the compilation of a systematic concept for the private coaching of dyslexic children. This concept puts its emphasis on the special importance of the personal relationship, as well as on the communication and the interaction with dyslexic children.