Ameliorer la comprehension en lecture. Effets de l'entrainement au reperage d'indices et a la fluidite chez des enfants de premiere annee de l'ecole primaire
Institution:
Lille 3Disciplines:
Directors:
Abstract EN:
The difficulties in reading comprehension observed among a lot of pupils have brought me to try to find out how to help children showing difficulties in the learning process of reading. According to informations from the scientific literature and to observations carried out by children of the first belgian primary-equivalent to cp-1 centret my attention on two variables that can be developed : the location of clues. Sign of the child ability to focus his attention and the fluidity, showing the ability to imagine a possible continuation. After 3 years of adjustment of diagnostic material tested out children from 6 to 7 years old. The children failing in reading at the beginning of the 2nd term-time of the pretest-have been individually followed for 3 months; this continuons work was centred on the methodical exercise of variables weakly mastered at the time of the pretest: the location of clues, the fluidity or both simultaneously. The relationship side essential to educational methods was taken into account for the children failing in reading but succeeding in tests relative to the above-mentioned variables. It turns out that the progresses in reading of the experimental groups are significantly superior to those of the
Abstract FR:
Les difficultes de comprehension de l ecrit observees chez nombre d eleves m ont amenee a rechercher comment aider les enfants en difficulte d apprentissage de lecture. En fonction des informations de la litterature scientifique et d observations menees aupres d enfants de 1ere primaire belge-equivalent cp- , j ai retenu deux variables susceptibles de developpement : le reperage d indices, signe d une capacite a focaliser son attention et la fluidite, indiquant la capacite a imaginer une suite possible. Apres 3 annees de mise au point d un materiel diagnostique, j ai mene une experimentation sur des enfants de 6 a 7 ans. Les enfants en echec en lecture en debut de 2eme trimestre-moment du pretest-ont beneficie d un suivi individuel etale sur 3 mois et axe sur l exercice methodique des variables faiblement maitrisees lors du pretest: le reperage d indices, la fluidite ou les deux simultanement. L aspect relationnel essentiel en pedagogie fut pris en compte avec les enfants en echec en lecture mais reussissant les epreuves relatives aux variables precitees. Les progres en lecture des groupes experimentaux s averent significativement superieurs a ceux du groupe temoin. J en conclus que l exercice systematique des variables precitees et le suivi individualise sont des facteurs favorisent l amelioration de la comprehension.