Pretend Reading. Textproduktion und Mustergebrauch bei Fünfjährigen

Contemporary concepts for supporting language acquisition used in daycare centres for children focus on promoting syntax and lexis and are frequently dialogue-based. Giving children opportunities to write mono- logical pieces means their pre-existing implicit knowledge of texts is activated. In a method known as ‘pre- tend reading’, preschool children were asked to ‘read’ aloud a picture book known to them. Data were gathered on four occasions in an approach inspired by design-based research models and settings tailored to the language behaviour demonstrated by the children. Findings clearly show the promising potential of present reading as a means to support language development. Our paper highlights here the use of pat- terning in children’s written production and the paper focuses on the use of chunks in pretend reading.