Apports de la sémantique cognitive à l’évaluation de la compréhension de textes

Abstract : Several studies have shown the importance of anchoring students’ language learning and writing in the socio-cultural environment. The report from the EU High Level Group of Experts on Literacy (2012) points out that school should not only be a place where young students develop skills in reading and writing but it must also provide rich and varied contexts that encourage and support teaching practices which, in turn, promote the development of the complex skills involved in the development of literacy. This "modern" school must also allow contact with different genres of writings in order to help students progress within a rich and quality environment. The importance of the socio-cultural environment to the potential development of young readers and writers is highlighted by the quality of classroom interactions, both between the teacher and students, and amongst the students. These interactions during learning invite us to consider the importance and the variety of the teaching methods implemented by the teacher.The cognitive approach to studying learning has revealed the importance of creating links between research results and the realities of the classroom. Recent research conducted on reading and writing makes it now possible to begin to link classroom practices to research outcomes. Studies on the development of handwriting skills, spelling acquisition, temporal management of processes, relationships between reading and writing and the coordination of these two activities, represent contributions that could improve and support the development of literacy, subject to student characteristics and context. In this sense, this symposium will also be an opportunity to present and discuss the practical implications of research results.Following the 2013 edition, ISEL 2015 will focus on four thematic areas to study the question of reading and writing practices in school, while considering the students’ progress in preschool and at the end of grade school. Particular focus is put on students who have difficulty with reading and writing. Finally, we will touch on the subject of new technology and its use in teacher and student practices. Therefore, the different contributions in this symposium will fall under one of these four themes: • Emergent literacy in kindergarten : learning and intervention • Reading and writing in primary school: learners and practices • Learning disabled students or with difficulties in reading-writing and the support practices to help them progress • Contribution of technology to supporting reading and writing practices
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Sabine Rodriguez-Smith, Sandra Jhean-Larose. Apports de la sémantique cognitive à l’évaluation de la compréhension de textes. Symposium international sur la litéracie à l’école (SILE) 2015, Université de Sherbrooke (Canada); Escola Superior de Educação de Lisboa (Portugal); ESPE de l'Académie de Créteil - UPEC (France), Aug 2015, Jouvence, Mont Orford, Canada. ⟨hal-01502399⟩



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