Prédire dès l'âge de 5 ans le niveau de lecture de fin de cycle 2. Suivi de 85 enfants de langue maternelle française de 4 à 8 ans.
Identifieur interne : 006382 ( Hal/Corpus ); précédent : 006381; suivant : 006383Prédire dès l'âge de 5 ans le niveau de lecture de fin de cycle 2. Suivi de 85 enfants de langue maternelle française de 4 à 8 ans.
Auteurs : Agnès Piquard-KipfferSource :
- L'information grammaticale [ 0222-9838 ] ; 2012-03.
English descriptors
Abstract
Few studies in French language concern the early prediction of the reading level at the end of Grade 2, from data obtained in prereaders in kindergarten. It is the originality of this longitudinal study of 4 years, concerning the follow-up of 85 not bilingual French-speaking children, from a cohort of 200 children. Leaning on the fact that, in an alphabetical system, learning to read require a good phonemic discrimination, we emitted the hypothesis according to whom the children having low scores in phonemic discrimination would be at risk for this learning. Two groups of children were formed on the basis of their performances in phonemic discrimination in kindergarten: a group said to be "at risk", having a low phonemic discrimination level, versus a group with a good level in phonemic discrimination, said to be not at risk for reading acquisition (control group). At the end of 2nd year of primary school, statistically significant differences were found between the groups on their reading level. The reading level scores of the group " at risk " were weaker than those of the control group. Differences between the groups were also noted concerning their school routes from Grade 1.
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It is the originality of this longitudinal study of 4 years, concerning the follow-up of 85 not bilingual French-speaking children, from a cohort of 200 children. Leaning on the fact that, in an alphabetical system, learning to read require a good phonemic discrimination, we emitted the hypothesis according to whom the children having low scores in phonemic discrimination would be at risk for this learning. Two groups of children were formed on the basis of their performances in phonemic discrimination in kindergarten: a group said to be "at risk", having a low phonemic discrimination level, versus a group with a good level in phonemic discrimination, said to be not at risk for reading acquisition (control group). At the end of 2nd year of primary school, statistically significant differences were found between the groups on their reading level. The reading level scores of the group " at risk " were weaker than those of the control group. Differences between the groups were also noted concerning their school routes from Grade 1.</div></front></TEI><hal api="V3"><titleStmt><title xml:lang="fr">Prédire dès l'âge de 5 ans le niveau de lecture de fin de cycle 2. 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Suivi de 85 enfants de langue maternelle française de 4 à 8 ans.</title><author role="crp"><persName><forename type="first">Agnès</forename><surname>Piquard-Kipffer</surname></persName><email>agnes.piquard-kipffer@loria.fr</email><idno type="halAuthorId">556764</idno><orgName ref="#struct-300291"></orgName><affiliation ref="#struct-205127"></affiliation></author></analytic><monogr><idno type="halJournalId" status="VALID">25309</idno><idno type="issn">0222-9838</idno><idno type="eissn">1783-1601</idno><title level="j">L'information grammaticale</title><imprint><publisher>Peeters Publishers</publisher><biblScope unit="issue">133</biblScope><biblScope unit="pp">20-26</biblScope><date type="datePub">2012-03</date></imprint></monogr></biblStruct></sourceDesc><profileDesc><langUsage><language ident="fr">French</language></langUsage><textClass><keywords scheme="author"><term xml:lang="en">reading acquisition</term><term xml:lang="en">predictors</term><term xml:lang="en">phonemic discrimination</term><term xml:lang="en">kindergarten</term><term xml:lang="en">grade 2</term></keywords><classCode scheme="halDomain" n="shs.langue">Humanities and Social Sciences/Linguistics</classCode><classCode scheme="halDomain" n="shs.edu">Humanities and Social Sciences/Education</classCode><classCode scheme="halDomain" n="scco.ling">Cognitive science/Linguistics</classCode><classCode scheme="halTypology" n="ART">Journal articles</classCode></textClass><abstract xml:lang="en">Few studies in French language concern the early prediction of the reading level at the end of Grade 2, from data obtained in prereaders in kindergarten. It is the originality of this longitudinal study of 4 years, concerning the follow-up of 85 not bilingual French-speaking children, from a cohort of 200 children. Leaning on the fact that, in an alphabetical system, learning to read require a good phonemic discrimination, we emitted the hypothesis according to whom the children having low scores in phonemic discrimination would be at risk for this learning. Two groups of children were formed on the basis of their performances in phonemic discrimination in kindergarten: a group said to be "at risk", having a low phonemic discrimination level, versus a group with a good level in phonemic discrimination, said to be not at risk for reading acquisition (control group). At the end of 2nd year of primary school, statistically significant differences were found between the groups on their reading level. The reading level scores of the group " at risk " were weaker than those of the control group. Differences between the groups were also noted concerning their school routes from Grade 1.</abstract><abstract xml:lang="fr">Peu de recherches en langue française portent sur la prédiction précoce du niveau de lecture en fin de cycle 2, à partir de données obtenues en maternelle. C'est l'originalité de cette étude longitudinale de 4 années, portant sur le suivi de 85 enfants francophones non bilingues, issus d'une cohorte de 200 enfants. S'appuyant sur le fait qu'apprendre à lire, dans une écriture alphabétique, nécessite une bonne discrimination phonémique, nous avons émis l'hypothèse selon laquelle des enfants ayant de faibles scores en discrimination phonémique seraient à risques pour cet apprentissage. Deux groupes ont été constitués sur la base de leurs performances en discrimination phonémique en GSM : un groupe " à risque ", ayant un faible niveau versus un groupe contrôle. En fin de CE1, des différences statistiquement significatives apparaissent entre les groupes par rapport à leur niveau lecture, les résultats du groupe " à risque " étant toujours plus faibles que ceux du groupe contrôle. Des différences concernant leur cursus scolaire sont également notées dès le CP.</abstract></profileDesc></hal></record>Pour manipuler ce document sous Unix (Dilib)
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