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Lire des textes de fiction et des textes informatifs aux élèves du préscolaire et du primaire : analyse des interactions extratextuelles des enseignants. (French)
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- Author(s): Dionne, Anne-Marie
- Source:
Canadian Journal of Education / Revue Canadienne de l'Éducation; 2016, Vol. 39 Issue 4, p1-28, 28p, 4 Charts - Source:
- Additional Information
- Abstract: This study aims to analyze the extratextual utterances of preschool and primary teachers when reading aloud to their students. We conducted structured observations when they were reading fiction and informational texts for their students. The complexity of the cognitive demand, ensued from their extra textual utterances, was the main criteria by which we made some comparisons. The results are showing that there is little variations in the extratextual utterances of preschool and primary teachers, which is an indication that they do not adapt their interactions to the students' grade level. Moreover, for all teachers, the read aloud of the fictional text brings more extratextual utterances of low cognitive demands than the read aloud of the informational text. This is an indication that it is important for teachers to choose a variety of texts for their read aloud activities. [ABSTRACT FROM AUTHOR]
- Abstract: Cette étude a pour but de comparer les interactions extratextuelles des enseignants du préscolaire et du primaire qui font la lecture à voix haute à leurs élèves. Par une méthode d'observation structurée, nous les avons observés pendant qu'ils faisaient la lecture d'un texte de fiction et la lecture d'un texte informatif. La complexité de la demande cognitive suscitée par leurs interactions extratextuelles a constitué le principal critère d'analyse selon lequel nous avons établi des comparaisons. Les résultats démontrent peu de variations entre les interactions extratextuelles des enseignants du préscolaire et du primaire, ce qui mène à conclure qu'ils n'adaptent pas leurs interactions en fonction du niveau de développement des élèves. Par ailleurs, pour l'ensemble des enseignants, la lecture des textes de fiction amène davantage d'interactions extratextuelles qui suscitent une faible demande cognitive que ne le font les interactions qui accompagnent leur lecture des textes informatifs. Ceci soutient l'importance de varier les genres de textes qu'ils lisent à voix haute aux élèves. [ABSTRACT FROM AUTHOR]
- Abstract: Copyright of Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Abstract:
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