Linguistic competencies remain one of the key qualifications for successfully navigating our modern society. Barbara Krebs addresses an important aspect of linguistic competence: the orthographic knowledge of eighth-grade students in secondary and vocational schools. In doing so, she focuses on students who, according to current educational studies, are considered "at-risk." Using orthographic knowledge as an example, Krebs demonstrates through a specially developed theoretical categorization approach how explicit and implicit knowledge are related and what differences can be observed between students with German and non-German family languages. In this way, she can statistically validate that explicit orthographic knowledge is related to the quality of the stimuli.