L’enseignement de la compréhension dans les classes de CP aujourd’hui : temps consacré et choix didactiques

Abstract : The teaching of reading comprehension is a lively issue in education and the contrasting results of French school children are regularly highlighted by the international or national surveys. All these inquiries show that at the end of primary school many students struggle to understand what they read and they are more numerous in establishments classified in réseau d’éducation prioritaire. These results question the role of education practices implemented by first-grade teachers. This raises two questions: What is the time allocated to the teaching of understanding at the beginning of formal learning and what are the educational practices implemented by first-grade teachers? This article, based on a corpus extracted from a large-scale research in which 131 first-grade teachers’ practices were observed throughout the year, answers these two questions.
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Journal articles
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https://hal.archives-ouvertes.fr/hal-01235694
Contributor : Sylvie Cèbe <>
Submitted on : Monday, November 30, 2015 - 2:59:39 PM
Last modification on : Friday, June 14, 2019 - 1:32:41 AM

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  • HAL Id : hal-01235694, version 1

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Marie-France Bishop, Sylvie Cèbe, Céline Piquée. L’enseignement de la compréhension dans les classes de CP aujourd’hui : temps consacré et choix didactiques. Repères : Recherches en didactique du français langue maternelle, ENS Lyon, 2015, Lecture et écriture : le choix des enseignants au début de l'école élémentaire, ⟨http://catalogue-editions.ens-lyon.fr/fr/collections/?collection_id=697⟩. ⟨hal-01235694⟩

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